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ubungan Penguasaan Kosakata dan Konsep Diri dengan Keterampilan Berbicara(Survai pada Siswa Kelas VIII MTs Negeri

Se-Kabupaten Sragen Tahun Ajar 2010/2011)


ABSTRAK Sayekti Hidayah Rahayu. S840809025. 2011. Hubungan Penguasaan Kosakata dan Konsep Diri dengan Keterampilan Berbicara(Survai pada Siswa Kelas VIII MTs Negeri Se-Kabupaten Sragen Tahun Ajar 2010/2011). Pembimbing I: Dr. Budhi Setiawan, M.Pd.; Pembimbing II: Drs. Suyono, M.Si. Tesis. Surakarta: Program Studi Pendidikan Bahasa Indonesia Program Pascasarjana, Universitas Sebelas Maret Surakarta. Penelitian ini bertujuan untuk mengetahui ada tidaknya hubungan antara: (1) penguasaan kosakata dengan keterampilan berbicara (2) konsep diri dengan keterampilan berbicara (3) penguasaan kosakata dan konsep diri bersama-sama dengan keterampilan berbicara. Penelitian ini dilaksanakan di MTs Negeri Tanon Sragen, dari bulan Mei sampai dengan September 2010. Penelitian ini menggunakan metode deskriptif korelasional. Populasi penelitian ini adalah siswa kelas VIII MTs Negeri Se-Kabupaten Sragen. Sampel dalam penelitian ini adalah 40 siswa. Sampel penelitian ini diambil menggunakan teknik cluster random sampling. Instrumen untuk mengumpulkan data dalam penelitian ini adalah tes praktik berbicara untuk keterampilan berbicara, tes pilihan ganda untuk penguasaan kosakata, dan angket kreativitas. Uji validitas instrument menggunakan r poin biserial dan product moment dan uji reliabilitas instrument menggunakan KR-20 dan alpha cronbach. Teknik analisis data yang digunakan adalah teknik statistik regresi dan korelasi (sederhana dan ganda). Hasil analisis menunjukkan bahwa: (1) ada hubungan positif antara penguasaan kosakata dengan keterampilan berbicara yang ditunjukkan dari uji statistik studen-t diperoleh nilai t= 6,78 lebih besar dari pada tt=1,68. Dari hasil penghitungan tersebut diperoleh = 0,74 taraf nyata = 0,05, N= 40 dengan ( ) = 57,76%; (2) ada hubungan positif antara konsep diri dengan keterampilan berbicara yang ditunjukkan dari uji statistik studen-t diperoleh nilai t=5,56 lebih besar dari pada tt =1,68. Dari hasil penghitungan tersebut diperoleh = 0,67 taraf nyata = 0,05 , N= 40 dengan ( ) = 44,89% ; (3) ada hubungan positif antara penguasaan kosakata dan konsep diri bersama-sama dengan keterampilan berbicara yang ditunjukkan dari hasil uji F diperoleh nilai F=24,68 lebih besar dari pada ft = 3,25. Dari hasil penghitungan tersebut diperoleh Ry.1.2 = 0,76 taraf nyata = 0,05, N= 40 dengan = 57,76. Dilihat dari kuatnya hubungan dari tiap variabel prediktor (bebas) dengan variabel respon (terikat), hubungan antara penguasaan kosakata dengan keterampilan berbicara lebih kuat dibandingkan dengan hubungan antara konsep diri dengan keterampilan berbicara. Hal ini menunjukkan bahwa penguasaan kosakata dapat menjadi prediktor yang lebih baik daripada konsep diri. Kenyataan ini membawa konsekuensi dalam pengajaran keterampilan berbicara, maka guru harus memprioritaskan peningkatan penguasaan kosakata daripada konsep diri. Kata kunci: hubungan, kosakata, konsep diri, keterampilan, berbicara. ABSTRACT Sayekti Hidayah Rahayu. S840809025. The Correlation of the Vocabulary Mastery and the Self Concept of the Students to Their Speaking Skill Level (A Survey on the 8th-grade Students of the State Islamic Junior Secondary Schools in Sragen Regency in the Academic Year of 2010/2011). Principal Advisor: Dr. Budhi Setiawan, M. Pd. Co-advisor: Drs. Suyono, M. Si.Thesis: The Graduate Program in Indonesian Language Education. Sebelas Maret University, Surakarta. 2011. The objectives of this research are to investigate whether or not: (1) there is any correlation between the vocabulary mastery of the students and their speaking skill level; (2) there is any correlation between the self concept of the students and their speaking skill level, and (3) there is any simultaneous correlation of the vocabulary mastery and the self concept of the students to their speaking skill level. This research was conducted in Madrasah Tsanawiyah Negeri Tanon, Sragen, from May up to September 2010. This research used the descriptive correlational method. The population of this research was the 8th-grade students of the state Islamic junior secondary schools in Sragen Regency. The samples of this research consisted of 40 students. The sampling was conducted through the cluster random sampling technique. The data of this research were gathered through the instruments of speaking practice test for the variable of speaking skill level, the multiple choice test for the variable of vocabulary mastery, and the questionnaire on the creativity of the students. The validity of the instruments was tested by using the R Biserial Point and the Product Moment formulae. The reliability of the instruments was tested by using KR-20 and the Alpha Cronbach formulae. The data

were then analyzed through the Regression and Correlation statistical techniques (single and double). The results of the analysis through the Students T statistical test are as follows: (1) there is a positive correlation between the vocabulary mastery of the students and their speaking skill as indicated by the value of t = 6.78 > that of tt = 1.68 and rx1y = 0.74 at the real level of = 0.05 and N = 40 with (ry1) = 57.76%; (2) there is a positive correlation between the self concept of the students and their speaking skill as shown by the value of t = 5.56 > tt = 1.68 and rx2y = 0.67 at the real level of = 0.05 and N = 40 with (r2y) = 44.89%; and (3) there is a positive simultaneous correlation between the vocabulary mastery along with the self concept of the students and their speaking skill as pointed out by the value of F = 24.68 > ft = 3.25 and Ry.1.2 = 0.76 at the real level of = 0.05 and N = 40 with (Ry12)2 = 57.76. Based on the results of the analysis, a conclusion is drawn that the correlation between the vocabulary mastery of the students and their speaking skill is higher than that between the self concept of the students and their speaking skill as seen from the high correlation of the predictor variable (independent) to the response variable (independent). It signifies that the vocabulary mastery of the students can be a better predictor than the self concept of the students. This fact brings about consequence in the teaching of speaking skill in such a way that teachers should prioritize the improvement in the vocabulary mastery of the students over their self concept. Keywords: Correlation, vocabulary, self concept, skill, speaking

A CORRELATIONAL STUDY BETWEEN HABIT IN SINGING AND LISTENING TO ENGLISH SONGS, VOCABULARY MASTERY, AND SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS OF SMK N 3 SURAKARTA Oleh : Yulianto This thesis is intended to verify (1) whether there is a positive and significant correlation between habit in singing and listening to English songs and speaking skill; (2) whether there is a positive and significant correlation between vocabulary mastery and speaking skill; and (3) whether there is a positive and significant correlation between habit in singing and listening to English songs, vocabulary mastery simultaneously and speaking skill of the eleventh grade students of SMK N 3 Surakarta in the academic year 2009/2010. This research was carried out at SMKN 3 Surakarta, on April and May 2010. The population of this study is all the eleventh grade students of SMKN 3 Surakarta in the academic year 2009/2010. By using random sampling, the writer takes 30 students as the sample. To collect the data, the writer uses questionnaire, objective test and interview. The questionnaire is used to get the data of singing and listening to English songs habit, the objective test is used to get the data of vocabulary, while the interview is used to know students speaking skill. The results of the research are that : (1) there is a positive and significant correlation between students habit in singing and listening to English songs and speaking skill since the coefficient of correlation r=0.518 is greater than r-table for n= 30 at level of significance 5%, rt xy =0.361, (2) there is a positive and significant correlation between students vocabulary mastery and speaking skill since the coefficient of correlation r=0.563 is greater than the value of the rtable for n= 30 at level of significance 5%, rxy =0.361, (3) there is a positive and significant correlation between students habit in singing and listening to English songs, their vocabulary mastery simultaneously and their speaking skill since the coefficient of correlation rxy t =0.565 is

greaterthan r-table for n= 30 at level of significance 5%, rt =0.361. The relative contribution of habit in singing and listening to English song is 17.60%, and it is 82.40 % for vocabulary mastery to speaking skill. The effective contribution of habit in singing and listening to English song and vocabulary mastery to speaking skill is 5.63% and 26.35% respectively. The total effective contribution of habit in singing and listening to English song and vocabulary mastery to speaking skill is 31.98 %. It means that the 68.1 % is contributed by other factors. Regarding the result of the research, the writer concludes that habit in singing and listening to English song and vocabulary mastery contribute to speaking skill. Although the greatest contribution is not significant, these variables potentially improve students speaking skill.

English Vocabulary
Ever noticed that people who have a strong English vocabulary receive more attention and respect from their peers, colleagues, subordinates and authority figures? This is because speaking with a strong vocabulary indicates that you take yourself seriously. Language and the way we use words conveys intelligence and authority. A person who is a mathematical genius or an expert software developer may be highly respected for technical skills, but if the words that come out of mouth consist of a poor vocabulary, it will, unfortunately, communicate a lack of intelligence. How do you improve your English vocabulary? One of the best ways to improve your speaking voice is through reading a great deal of material. A strong English vocabulary and communication skills go hand in hand. If you must prepare and deliver speeches or lectures in your chosen profession, it is important to brush up on your vocabulary to make a good impression and engage your audience. It is not necessary to speak in ostentatious language and use 50 cent vocabulary words that will confuse the people you are speaking to, but having a strong command of the English language and using it in an artful manner is a skill that employers seek when looking for employees. Tutorials based on English Vocabulary are made available in this section under Career Series. English Vocabulary articles help you change the way you utilize your

existing vocabulary and offer valuable tips and tricks on improving and enhancing your English Vocabulary.

Training Index

1.

How to make your Vocabulary Better


How to make your Vocabulary Better One powerful method that you can use to make your vocabulary better is to build your own dictionary. While regular dictionaries can helpful their biggest disadvantage is their sheer size. There are too many words to learn and you are limited in terms of the time you have. It is better to build a dictionary of

2.

How reading can Improve your Career


How reading can Improve your Career There is a direct correlation between how much your read and the strength of your English. People who rarely read are much more likely to have poor English skills while those who read a lot are more likely to have advanced English skills. Introduction Reading is one of the most important skills you can develop

3.

Avoid Common English Mistakes in Your Resume


Avoid Common English Mistakes in Your Resume When it comes to getting a good job your resume is a factor that will play a pivotal role in your success or failure. While I ve talked about the importance of using proper English during the job interview you won t even get this far if your resume isn t high in quality. Introduction While the

4.

Importance of Proper English during Job Interview


Importance of Proper English during Job Interview Your job interview is crucially important and it will determine whether or not you will get the job. Depending on the type of job you re going for it is very important for you to use proper English. In most cases jobs which offer higher salaries will have higher levels of competition and even if

5.

Why Speaking Proper English is Important for your Career


Why Speaking Proper English is Important for your Career A number of studies have consistently demonstrated that those who have an advanced knowledge of the English language are much more likely to advance their careers. In addition to this these studies have also demonstrated that a strong command of the English language will lead to higher paying

6.

Quickly Improve Your Vocabulary


Quickly Improve Your Vocabulary When most people think of improving vocabulary they will generally think of school children being taught the subject in English class. However improving the vocabulary shouldn t be limited to school children. Increasing Your Vocabulary Can be Accomplished at any Age No matter how old you are it is very unlikely

7.

English Language and Career Advancement


English Language and Career Advancement If you are like many people there may have been times when you talked to someone who had poor English skills. While you might have been polite you were probably thinking that this person wasn t very intelligent. You may also have thought that this person was rude. While it is a well known fact that people

8.

How to Improve Your Vocabulary While You Read


How to Improve Your Vocabulary While You Read Reading is The Key Perhaps the best method you can use to improve your vocabulary is to read. When I say read I m not just talking about comic books mainstream magazines or celebrity tabloids. I m talking about reading materials that are actually challenging those which may be beyond your vocabulary

9.

English Mistakes that Can Kill Your Chances of Getting a Job


English Mistakes That Can Kill Your Chances of Getting a Job Whether you re preparing for a job interview preparing to give a speech before a crowd or writing up a business presentation to submit to your superiors it is critically important for you to make sure everything is correct. When it comes to your career you can t avoid to make any mistakes.

10.

How to Use Proper English When You are Giving a Speech


How To Use Proper English When You are Giving a Speech For many of us giving a speech is one of the most daunting tasks we could ever engage in. You have to stand up in front of a group of people and you must speak to them about various concepts or ideas. You may be nervous and if the people don t understand what you re trying to say the experience

11. International

English

International English International English is a phenomenon that deals with the English language being spoken on a global scale. International English will come in a wide variety of dialects and it is moving in the direction of a standard that must be used in countries around the globe. Because of cultural differences in various countries whether

12. Strategies You Can

Use to Enhance Your Vocabulary

Strategies You Can Use to Enhance Your Vocabulary To improve your vocabulary you must have a game plan. The best way to get this game plan is to develop strategies that can lead you to success. Reading is the foundation that will allow you to increase your skills. When you seek out information on your own by reading you are referred to as being

13. Importance

of Strong Vocabulary

Why Having a Strong Vocabulary is So Important In addition to your appearance and the way you carry yourself people will judge you based on the words that come out of your mouth. Even if you are a mathematical genius having a poor vocabulary will send across a message that you re not very intelligent. Having a Poor Vocabulary Can Close Doors While

14. Literature Can Enhance

Your Vocabulary

Literature Can Enhance Your Vocabulary You can often tell a lot about a person based on the things they read. If someone reads a lot of comics it is safe to assume they enjoy comics stories. If someone reads a lot of science fiction books you can also assume that this person enjoys science fiction. You Are What You Read Just as you can learn

15. Importance

of Vocabulary from an Early Age

Importance of Vocabulary from an Early Age Why Vocabulary is an Important Part of Literacy It can be said that vocabulary is comprised of three things and these are writing reading and speaking. All three of these elements are used to make up a larger structure that is called literacy. While literacy has been important ever since humans first discovered

16. Various

Methods for Teaching Vocabulary

Various Methods for Teaching Vocabulary Just as with any skill those who wish to enhance their vocabulary will need to learn how to read speak and write properly. Generally when it comes to teaching vocabulary you will typically be presented with two options and these are spelling or phonics. The method that you should use is dependent on your

17. Importance

of English in International Business

Importance of English in International Business While English is not the most widely spoken language in the world when you look at it in terms of the number of native speakers it is the world s most prominent language. While a larger number of people speak Chinese that language is largely confined to China. English on the other hand is spoken

18.Increase

your Job Outlook on Global Scale

Increase your Job Outlook on Global Scale The advent of both globalization and outsourcing are factors that are changing the world. These elements have allowed the world to become much more interconnected and the differences between cultures which existed in the past have largely been reduced. While many people feel that these elements are threatening

19. Enhancing

Your Vocabulary

Enhancing Your Vocabulary In this English Vocabulary article you will learn how to enhance your vocabulary how reading is a crucial part of enhancing your vocabulary knowing when to use the right vocabulary questions that you must ask yourself before you use various words and tips for vocabulary mastery. Knowing When To Use The Right Vocabulary As

20.

Life

Why Improving Your Vocabulary Can Enhance Your

Why Improving Your Vocabulary Can Enhance Your Life There are a number of reasons why you will want to improve your vocabulary. You will feel good about yourself because you will have a larger command of your language. It has also been shown that improving your vocabulary can greatly increase your IQ. In addition to this there are many practical
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IMPROVING STUDENTS VOCABULARY MASTERY THROUGH SEMANTIC MAPPING (A CLASSROOM ACTION RESEARCH AT THE FIFTH YEAR OF SD N I DELANGGU IN 2008/2009 ACADEMIC YEAR) RESEARCH PAPER

Submitted as a Partial Fulfillment of Requirements for Getting Bachelor Degr ee of Education in English Departement by RAHMAWATI A 320 050 174 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 20091 CHAPTER I INTRODUCTION A. Background of the Study As an international language, English has gained its popularity all over the world including Indonesia. In the past English was only taught in secondary level. In current years, however, the teaching of English is expanding into primary or elementary school setting (Fauziati, 2005: 169). In the recent years, English becomes a compulsory subject in elementary school. It has been taught from the first year to sixth year. The purpose of learning English in elementary school is to make the students use English actively or passively, so that the students can read, speak, write, and listen English accurately. Besides the objective of teaching English in Elementary school is to prepare children to have comparative value in the globalization era and introduce English at early ages (English Elementary School Local Content Subject, 1995: 2). Krasnegor (1979: 5) in Purnamawati (2008: 1) states that infants can distinguish many phonetic contrasts of speech at a very young age. It means the earlier one starts to learn English, the better the result he or she will

achieve. The process of teaching children or young learner is different from teaching adults, especially in teaching vocabulary. Fauziati (2005: 171) states that the language used to talk to young children is about here and now. Children learn by doing, they learn language by using it, listening it, speaking 12 it, and writing it. Adults talk about the object for children interest in: adults name them, describe the properties, and talk about relation between object. To make sure young children understand what adults say, adults alter the way they say what to say to the children. They do this with three ways: they slow down, the use short simple sentences, and the y repeat them frequently. These ways to talk to children should be seriously considered in English to young learner. Mujiono in Purnamawati (2008: 3) states that teaching English in elementary school is focused on vocabulary; Vocabulary in English as a foreign language is taught at school for the purpose of providing the students language skills. They are listening, reading, speaking, and writing. Some general statements say that the techniques of teaching reading comprehension and others (listening, speaking, and writing) are focused on vocabulary. Vocabulary is central to language and of critical importance to typical language learner. Without a sufficient vocabulary, one can not communicate effectively or express his ideas in both oral and written forms (Fauziati, 2005: 155). It means that students in elementary school must master English vocabulary and its grammatical rules to make good communication to the other people. Vocabulary mastery is one of the components to master English as

foreign langua ge. It means that the students have ability in understanding and using the words and meaning. The students not only know the words, but also their meaning. It also plays an important part in English skill; listening, 3 speaking, reading, and writing skill. The larger vocabulary students master, the better they perform their language. By having a limited vocabulary, the students will find difficulties in mastering English skill. SD N I Delanggu is one of favorite schools in Klaten. This school has been supported by complete facilities. It makes the students in SD N I Delanggu active and smart. Although this is one of favorite schools it still has the problems in teaching English especially in teaching vocabulary. Based on the observation and interview with the fifth year students in SD N I Delanggu, there are two problems in teaching vocabulary. First, the teacher plays less attention to teaching vocabulary. For example, the teacher usually teaches based on the text from the book. It makes the students easily bored and lazy to learn. Second, the teacher seldom gives the new vocabulary items, so they have limited vocabulary. Consequently, they had difficulty to do the exercises. The teaching vocabulary for elementary school needs appropriate technique in order that the students do not fell bored and they become active in the classroom. One of the techniques is Semantic Mapping. It gives a way to make teaching vocabulary to children easy and effective. By using it the students at SD N I Delanggu can discover the relationship between the vocabulary words, and finally it can improve the students vocabulary mastery. Semantic mapping is a strategy that can be used in all disciplines to demonstrate the relationships between ideas. When teaching vocabulary explicitly, it can be used as a tool for students to discover the relationships 4 between vocabulary words. As Semantic Mapping builds on prior knowledge,

and is an active form of learning, it can be a very effective teaching tool to teach vocabulary (http://www.essortment.com/all/teachersusesem_tvej.htm). The major purpose of the semantic map is to allow students to organize their prior knowledge into these formal relations and thus to provide themselves a basis for understanding what they are about to read and study. Comprehension can be thought of as the elaboration and refinement of prior knowledge. What the semantic map provides is a graphic structure of that knowledge to be used as the basis for organizing new ideas as they are understood (Estes, 1999 in www.readingquest.org/eds771/semanticmap.html). The use of Semantic Mapping is expected to motivate the students to learn, and make them not get bored in English teaching learning process. Beside that by introducing new vocabulary by this technique regularly, the writer hopes the students can discover the strategy of defining and clarifying the unknown words. So, they will get many new vocabulary items. Based on the explanation above the writer is interested in improving students vocabulary and in this research she will try to apply Semantic Mapping as a technique in teaching vocabulary. So that, the writer will do a research entitled IMPROVING STUDENTS VOCABULARY MASTERY THROUGH SEMANTIC MAPPING (A CLASSROOM ACTION RESEARCH AT THE FIFTH YEAR OF SDN I DELANGGU IN 2008/2009 ACADEMIC YEAR5 B. Problem of the Study Based on the research background, the writer formulates the problems of the research as follows; 1. How is the implementation of teaching English vocabulary through Semantic Mapping at SD N I Delanggu? 2. Does Semantic Mapping improve the students vocabulary mastery?

C. Objective of the Study There are two kinds of objectives of this research: general objective and specific objectives. 1. General Objective The general objective of this research is to improve the students vocabulary mastery. 2. Specific Objectives Specifically, this research is to: a. Describe the teaching learning process in the classroom, especially the implementation of teaching English vocabulary through Semantic Mapping. b. Find whether teaching vocabulary using Semantic Mapping can improve the students vocabulary or not.6 D. Limitation of the Study The writer limits of the study in order to achieve of the goal of the research. The writer only focuses on the Semantic Mapping as a technique to teach vocabulary at the fifth year of SD N I Delanggu in 2008-2009 academic year. E. Benefit of the Study The writer hopes that this research will have some benefits in the English teaching learning process, especially in teaching vocabulary. There are two kinds of benefit of this research; theoretical benefit and practical benefit. 1. Theoretical benefit a. The result of this research will enrich the theory of teaching vocabulary through Semantic Mapping. b. The result of this research can be used as the references for those

who want to conduct a research in improving English vocabulary. 2. Practical benefit a. Teaching Vocabulary through Semantic Mapping is expected to be able to motivate the students to be interested in learning vocabulary. b. It can help the teacher facilitate the students learning vocabulary.7 F. Research Paper Organization The writer organizes this research paper by dividing it into five chapters. Each of them is concerned with different issues but it is related to each other. Chapter I presents background of the Study, problem statement, objective of the study, limitation of the Study, benefit of the Study, research paper organization. Chapter II presents review of related literature. It covers review of previous study, general concept of vocabulary, the characteristic of young learner, general concept of Semantic Mapping, theoretical framework, and working hypothesis. Chapter III discuses research method. This covers type of research, setting of the study, subject of the study, object of the study, data and data source, method of collecting data, technique for analyzing data, credibility of data, performance indicator, and research procedure. Chapter IV is the result of the study. In this chapter, the writer presents research finding and discussion which consist of the implementation of teaching vocabulary through Semantic Mapping and the result of teaching vocabulary through Semantic Mapping. Chapter V deals with conclusion and suggestion.

THE CORRELATION BETWEEN STUDENTS ACHIEVEMENT IN VOCABULARY AND READING ABILITY (Case Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-2007) A Skripsi Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1) By: IKAH 102014023797 ENGLISH DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2006 id2258468 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com THE CORRELATION BETWEEN STUDENTS ACHIEVEMENT IN VOCABULARY AND READING ABILITY (Case Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-2007) A Skripsi Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1) By: IKAH 10201302023797

Approped by: Advisor Drs. A. Munir Sonhadji, M.Ed. NIP. 150 050 682 ENGLISH DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2006LEGALIZATION OF EXAMINATION COMMITTEE A Skripsi titled THE CORRELATION BETWEEN STUDENTS ACHIEVEMENT IN VOCABULARY AND READING ABILITY (A case Study at the Second Year Students of MAN II Bekasi, Academic Year 20062007) was examined at examination session of The Faculty of Tarbiyah of Syarif Hidayatullah State Islamic University Jakarta on Wednesday, 22 November, 2006. This skripsi has fulfilled the requirement for the degree of Strata-1 (S-1) at English Department. Jakarta, 1 February, 2007 Examination Committee The Head of Committee The Secretary of Committee Prof. Dr.Dede Rosyada, M.A Prof. Dr. H. Azis Fahrurrozi, M.A NIP: 150 231 356 NIP: 150 202 343 Committee Examiner I Examiner II Drs. Syauki, M.Pd Drs. M. Farkhan M.Pd NIP: 150 246 289 NIP: 150 229 480i ACKNOWLEDGEMENT In the name of Allah, the beneficent, the merciful. All praises be to Allah, the

lord of the worlds, who has given the health and strength to the writer in completing this skripsi. May Allahs peace and blessing be upon His final Prophet and Messenger, Muhammad, his family and his companions. This skripsi is presented to the English Deparment of Tarbiyah Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirement for the Degree of first strata. It is the great honor for the writer to make acknowledgement of indebtedness to convey her sincere gratitude to Drs. A. Munir Sonhadji, M. Ed., who has patiently given valuable advice and guidance to finalize this skripsi. Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only an effort by her self alone, there are many hands help her. In this occasion, she presents great honor to: 1. Prof. Dr. H. Dede Rosyada, the Dean of Tarbiyah and Education Faculty. 2. Drs. Nasrun Mahmud, the head of English Department. 3. Drs. A. Munir Sonhadji, M.Ed her advisor, who has given his time, support, guidance, kindness, contributions, and patience in correcting and helping her in finishing this skripsi. 4. Dra. Nida Husna The secretary of English Department. 5. All lecturers who have taught her in this English Department, for giving new knowledge, advices in facing life, and for giving gorgeous study experiences. id2273625 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com ii 6. Drs. Adnan as the principal of MAN II Bekasi and also for the others who help her 7. All teachers and the students at MAN II Bekasi for giving permission and helping the writer to do this research. 8. The most special persons in her life, her beloved mum and dad, who have given their support during her study and her writing skripsi. Thank you

for your kindness and you are so patience. Her big sister, Teh Kani, Teh kana. Her big brother Bang Mada, Bang Niken. And my little sister Mahdalena. 9. Her beloved best friends, ka Ahmad, Imah, Yani, Nap, Yuni, Nana, Jen, Enye, Neng who have always been in the writer side in the facing all the laugher and tears during her study. 10. To any other persons who can not be mentioned one by one to their any contribution to the writer during finishing her skripsi. Finally, yet importantly, the writer resizes that his skripsi still has some weakness and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for the better writing. Jakarta, 17 October 2006 The writer I K A Hiii TABLE OF CONTENTS ACKNOWLEDGEMENT ..................................................................................... i TABLE OF CONTENTS ....................................................................................... iii CHAPTER I INTRODUCTION A. Background of the Study ......................................................... 1 B. Limitation and Formulation of the Problem ........................... 4 C. Objective of the Study ............................................................ 5 D. Methodology of Research ...................................................... 5 E. Organization of the Study ...................................................... 6 CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary .............................................................................. 7 1. Definition of Vocabulary .................................................. 7 2. Kinds of Vocabulary ......................................................... 10 3. Teaching Vocabulary ........................................................ 13

B. Reading ................................................................................... 14 1. Definition of Reading ........................................................ 14 2. Aims of Reading ............................................................... 16 3. Types of Reading .............................................................. 18 4. Reading Comprehension ................................................... 19 5. Factors Affecting Comprehensions ................................... 21 id2284265 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com iv 6. Correlation Between Vocabulary and Reading ................. 23 CHAPTER III RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology ............................................................ 24 1. The Purpose of Study ........................................................ 24 2. Operational Definitions of Variables ................................. 24 3. Place and Time of the Study ............................................. 26 4. Method of Study ................................................................ 26 5. The Technique of Sample Taking ..................................... 27 6. The Technique of Data Collecting .................................... 27 7. The Research Instrument ................................................... 28 8. Technique of Data Analysis .............................................. 28 B. Research Findings ................................................................... 29 1. The Description of Data .................................................... 29 2. The Analysis of Data ......................................................... 29 3. Test of Hypothesis ............................................................ 34 CHAPTER IV CONCLUSIONS AND SUGGESTIONS A. Conclusion ............................................................................... 36 B. Suggestion ............................................................................... 37 BIBLIOGRAPHY .................................................................................................. 38 APPENDIXES1

CHAPTER I INTRODUCTION A. Background of Study English is an international language. Almost all countries have adapted English used as a compulsory subject at schools. The national education has decided that English as a foreign language taught in Indonesian schools. It learned started from primary schools up to university. People realize that teaching English at this level becomes very important and need much concern. As an English teacher, he or she demands to explore effective techniques, method, and approaches. The students have to master the four basic language skills. They are listening, speaking, reading, and writing. Beside such basic skill, the student has to master some vocabularies as well as possible. Vocabulary is one important aspect in learning a foreign language. With a limited vocabulary anyone will also has a limited understanding in terms of speaking, reading, listening, and writing. It is true that it might be impossible to learn a language without mastering vocabulary. Vocabulary is one of the problems confronted by English language learners. Because of the limited vocabulary, the learners cannot communicate to others clearly. Sometimes it is difficult to group the idea transmitted to them. The acquisition of a large number of vocabularies can help the students read, speak, listen, and write. A good id2303000 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com 2 vocabulary and ability to use words correctly and effectively can help the students make school work easier and more rewarding, and also many tests that they take in school include vocabulary questions. The more vocabularies they know the better their chance to do well on an English test. According to H. G. Tarigan, Kualitas keterampilan berbahasa seseorang

jelas tergantung pada kuantitas dan kualitas yang dimilikinya maka semakin besar kosakata yang kita miliki maka semakin besar pula kemungkinan kita terampil berbahasa. 1 (The quality of language skill depends on the quantity and quality of vocabulary. The more vocabulary we have, the bigger possibility to have a skill to use the language). Mastering vocabulary is the ability to get or to receive a lot of words. By having and mastering vocabulary we will know the meaning of vocabulary in the context. Measuring vocabulary helps to avoid making mistakes in understanding. On the other hand, foreign students learning English reading text, one lack of vocabulary, whereas in fact vocabulary is the most important thing in reading skill. Nowadays, the ability to comprehend English is necessary for peoplean also to understanding English, people have to able to communicate English and also able to read many kinds of English text. The ability to read is crucial in contemporary society. People find many texts written in English, from holiday 1 Henry Guntur Tarigan, Pengajaran Kosakata (Bandung: Angkasa, 1986) p.23 brochures to academic books, newspaper, advertisements, etc. therefore, the ability to read English text in any form will give a great deal of advantages in our lives. Harry Madox said that reading is the most important single in study. 2 And the curriculum stated that out of the four skills, listening, speaking, reading, and writing, the main emphasis is on reading skill because it is believed that acquisition of reading in a second or foreign language is priority.

3 Reading is good thing in life because it is a factor of great importance in the individual development and the most important activity in school. It is needed in every level of field of study. Particularly in cases when students have to read English materials for their own special subject. Being able to read in English is very important as it is known that success in reading is the most necessary because it is a basic tool of education. All the subjects in Elementary School such as mathematics, science, language, and others depend on the ability to read. In high school and college reading ability becomes even more important. Through reading we acquire new ideas, obtain needed information, seek support for our ideas and broaden our interest. We can also get the message that the writer had expressed. The ability to read helps to distinguish human being from other animal. 2 Harry Madox, How to Study (Greenwich: Fawcet Premier. 1963) p.76 3 Depdikbud, Kurikulum 1994, GBPP SMU (Jakarta: Depdikbud, 1994) p.14 And one of the purposes of teaching English of a foreign language to Indonesian people is that they can read, grasp the idea and understand the book written in English. To achieve those purposes, students need a lot of words of English to master. As Norbert said vocabulary is one of the most important skills in a language. 4 So to achieve the success in language teaching learning process especially English, vocabulary is one of important factors in all language teaching. Based on the description of vocabulary and reading above, it shows that

they have close relation. To get empirical data about it the writer will organize the test result to prove the influence of students achievement in vocabulary and reading. By getting the grades, the writer tries to find an answer that students achievement in vocabulary influencing reading. B. Limitation and Formulation of the Problem To make the problem clear, it is necessary for the writer to limit the problem. The limitation of the problem as the follows: The correlation between students achievement in vocabulary and reading ability. Based on the statement above, he writer formulates the problem: is Whether students vocabulary has a correlation with reading in Second year students of MAN II Bekasi? 4 Norbert Schmitt, Vocabulary in Language Teaching (USA: Cambridge University Press, 1997) p. 405 C. Objective of the Study The objectives of the study as below: a. The writer wants to know how far vocabulary supports the students in reading. b. The writer wants to know whether students who have a good result in vocabulary test also have a good result in reading. D. Methodology of Research This work is based on field research. In the field research, the writer carries out the observation at MAN II Bekasi, and gives some test of vocabulary and reading, and then the test calculated. At the same time the writer also does an interview to they are English teacher of that of the second year. Library research applied through reading some books and theories relevant to the topics. After scoring of such test, the writer will calculate Coefficient Correlation.

Then the writer will have some concerning with the students score vocabulary and reading. The writer tries to determine that are there any correlation between students achievement in vocabulary and reading? These scores will use the formula of Pearson Product Moment Correlation Coefficient. 5 5 Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT Raja Grafindo Persada, 2004) p.1886 E. Organization of the Study This skripsi consist of four chapters. Chapter one is introduction, consisting of background of the study, limitation and formulation of the problem, the objective of the study, methodology of research and organization of he study. Chapter two is theoretical framework. That is explains vocabulary, definition of vocabulary, kinds of vocabulary, teaching vocabulary. And also explains reading, definition of reading, aims of reading, types of reading, reading comprehension, factors affecting comprehensions, correlation between vocabulary and reading. Chapter three is research methodology finding. It involves the purpose of study, place and time of study, method of study, the technique of sample taking, the technique of data collecting, the research Instrument, technique of data analysis. In research finding involves the description of data, the analysis of data, and test of hypothesis. Chapter four is conclusion and suggestion.7 CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary 1. Definition of Vocabulary

In this chapter the writer wants to explain definition of vocabulary in order to understand a language the learners have to understand the definition of vocabulary first. It is difficult to make one definition of vocabulary. So, the writer tries to take it from some references. Vocabulary is the Everest of language. 1 For this reason, a person who wants to be able to communicate in a certain language has to master the vocabulary of that language for the first time. Vocabulary as one of the language aspects have to be learned when people are learning a language. Good mastery of vocabulary is important for anyone who learns the language used in listening, speaking, writing, and reading besides grammar. A learner of the foreign language will speak fluently and accurately, write easily, or understand what he or she reads or hears if he or she has enough vocabulary and has a capability of using it accurately. S. H. Burton said: without a large vocabulary, it is impossible to 1 David Crystal, the Cambridge Encyclopedia of the English Language. Australia: Cambridge University press , 1995, p.116 id2318156 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com 8 use English language precisely and vividly. 2 According to Collier When a student has mastered the fundamental grammatical patterns of language, his next task is to master its vocabulary, or at least that of its vocabulary that he need. 3

It is obvious that vocabulary is very important in learning a language, especially English, because the English vocabulary is extremely large and varies as well. Therefore, it is highly essential for English teachers to help their students in mastering vocabulary. Norbert Schmitt gave the definition of vocabulary as follows. Vocabulary is a basis of a language: it is very important to be mastered first. We cannot speak well and understand written materials if we do not master it. Norbert Schmitt stated that no matter how successfully the sound of the foreign language is mastered, without words to express the wider range of meanings, communication in a foreign language just cannot happen in any meaningful way. 4 Longman Dictionary of Contemporary English defines vocabulary means all the words that someone know, learn of uses, or the words that are typically used when talking about particular subject or a list of words with the explanations of their meanings in a book for learning foreign language. 5 2 S. H. Burton, Mastering English Language, London: The Macmillan Press Ltd, 1982, p.98 3 Collier Macmillan International: A Division of the Macmillan Company, The Key to English Vocabulary: English Services London: Collier Macmillan Limited, 1971, p.1 4 Norbert Schmitt, op. cit, p.5 5 Longman, Dictionary of Contemporary English, Second Edition (Harlow: Longman Group, 1987) p. 11779

Webster has three definition of vocabulary as follows: 1. A list or collection of words and phrases usually alphabetically arranged and explained or define. 2. A list or collection of terms or codes available for use. 3. A sum or stock of word employed by a language group, individual or work or in a field knowledge. 6 In some literature, we found the meaning of vocabulary. There are some definitions of vocabulary. A.S. Hornby in Oxford Advanced Learners Dictionary of Current English states that vocabulary is: 1. Total number of words which (with rules for combining them) make up a language. 2. (Range of) words known to, or used by, a person, in a trade, profession, etc. 7 Another dictionary, Websters New World College Dictionary, defined vocabulary as a list of words ands, often, phrases, abbreviations, inflectional form, etc, usually arranged in alphabetical order and defined or otherwise identified, as in a dictionary or glossary. 8 6 Merriam Webster, Collegiate Dictionary (America: Merriam Web Inc.2003) p.1400 7 A. S. Hornsby, Oxford Advanced Learners Dictionary of Current English, Revised and updated, (Oxford University Press, 1987), p. 959 8 Merriam Webster, Websters New World College Dictionary, 4

th ed, (Cleveland: Wiley Publishing Inc, 2002), p. 160010 Vocabulary is considered as the most important part in learning a language. It is impossible for the students to read, write and speak a foreign language without having enough knowledge of the vocabulary. Learning the new vocabulary does not only mean memorizing the form of the word but also understand its meaning. 2. Kinds of Vocabulary Vocabulary varies in the four skills of language, listening, writing, reading and speaking. Generally, a student will absorb listening and speaking vocabulary before coming to the reading and writing vocabulary. But in real situation, the process may change, especially in foreign language teaching. Reading vocabulary may become the first stage before processing the speaking and listening vocabulary. According to the basis of frequency, vocabulary can be divided into two kinds; there are high frequency vocabulary and low frequency vocabulary. 9 a. High frequency vocabulary consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts. 9 Paul Nation, New Ways of Teaching Vocabulary (USA: Teacher of English to Speaker of Another Language/TESOL Inc, 1994), p.311

b. The low frequency vocabulary on the other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is rarely, used in common activity of English language. This group includes well over 100.000 word families. I.S.P Nation calls those vocabularies as motivated vocabulary and unmotivated vocabulary. Motivated (active) vocabulary consists of all the words we need to use and feel no reluctance in using in our everyday life. While, the unmotivated (passive) vocabulary can be divided into two groups: 1. Words which are only partly understood and are not well known enough to use actively, and 2. Words which are not needed in daily communication. 10 From the explanation above, we can conclude that active vocabulary is all the words used in daily activities, partly while, passive vocabulary is all the words recognized and understood, and not necessarily used. Jo Ann Aebersold and Mary Lee Field classify into active and passive. a. Active vocabulary refers to put item which the learner can use appropriately in speaking or writing, and it is also called as productive vocabulary, although in fact it is more difficult to put into practice, its means that to use the productive vocabulary, the students must to know how to pronounce it 10 I.S.P Nation, Teaching and Learning Vocabulary, ( New York: Newbury House Publishers, 1990), p.9412 well, they must be familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skill. b. Passive vocabulary refers to language items that can be recognized and understood in the context of reading or listening and also called as receptive

vocabulary. Besides receptive and productive vocabulary, Jo Ann Aebersold and Marry Lee Field also classified vocabulary into topic-specific or contentspecific vocabulary. Topicspecific or content-specific vocabulary is the words that appear frequently in a particular text because they are related to the topic of the text. 11 For example, in a text on the topic of ice cream, the words flavor, texture, cone, toppings and carton might appear frequently. So, those words can we call as topic-specific or content-specific vocabulary. Meanwhile Djalinushah and Azimar Enong divided vocabulary into two, namely general vocabulary and special vocabulary. General vocabulary is of the words that are used in general. There is no limit of field and user. Special vocabulary is that the words that are used in the certain field and job, profession of special science and technology. 12 11 Jo Ann Amberoid and Mary Lee Field, From Reader to Reading Teacher, (Cambridge: Cambridge University Press, 1997), p. 139 12 Djalinushah and Azimar Enong, Tata Bahasa Inggris Modern dalam Tanya Jawab (Jakarta: CU. Miswar, 1980) p.8113 From the explanation above, we know that every experts in every book is different in classifying the kind of vocabulary, because every person has different way in showing and telling their opinions and ideas. Some of them who emphasize vocabulary to the items which the learners can use appropriately in speaking or writing and to the language items which the learners can use appropriately in speaking or writing and to the language

items that can be recognized and understood in the context of reading and listening and some of them classify vocabulary that they have made are different, but the point is the same, because their classification are based on the different sides and aspects. 3. Teaching Vocabulary Because of the importance of vocabulary, it needs a serious attention in learning vocabulary from both learners and teachers. It becomes a great challenging act for the teacher to teach vocabulary, what kind of methods they use, what kind of vocabulary that they give, or how many vocabularies that they should teach. There are some key principles of teaching vocabulary: 13 1. Build a large sight of vocabulary. 2. Integrated new words with previous words. 3. Provide a number of encounters with a word. 4. Promotes deep level of processing. 13 Norbert Schmitt, op. cit, p.14614 5. Facilitate imaging. 6. Make new word real by connecting them to the students word in some way. 7. Use variety techniques. 8. Encourage independent learning strategies. As it has already mentioned at the beginning that there is no right or best way to teach English skill, it all depends on the type of students, the school system and curriculum, the word that are targeted and many other factors. The choice of vocabulary to teach is also limited to the learners need, experiences and interest.

B. Reading 1. Definition of Reading Reading knowledge is broadened and well-informed by reading. Reading is really crucial our knowledge is usually broadened and informed by reading activities, and the activity of reading can be found in the internet, book, etc. Students should practice their reading more and more, so that their reading ability and their reading experience will be improved. They may find difficulty and frustrating, but if they keep practicing, they will have a good sense of English and will help them to grasp the total meaning of the words. Another thing should be remembered in reading that students should not open15 a dictionary too often because it will slow down their reading rate and can make them bored. If they find new words, they should try to guess the meanings by trying to find out any clue words according to the context in the passages There are a lot of definitions of reading. Linguists give definitions about reading, their opinions about reading vary. Some of them say reading is the process to get, to understand, to catch the content of the reading. And also reading is a process to understand a written text which means extracting the required information from it as efficiently as possible. According to Walter R. Hill Reading is what the reader does to get the meaning he needs from textual sources. 14 Meanwhile Guy L. Bond and Eva Bond Wagner explained the meaning of reading as the process of acquiring and authors meaning and of interpreting, evaluating, and effecting

upon those meanings. 15 F. Dubin explained the meaning of reading as reading is primarily a cognitive process, which means that the brain does most of the work. 16 14 Walter R. Hill, Secondary School Reading: Process, Program, procedure, (Boston: Allyn and Bacon), 1979, p.4 15 Guy L Bond and Eva Bond Wagner, Teaching The Child to Read, (New York: The Macmillan Company, 1969), p.4 16 F. Dubin, D.E. Eskey and W. Grabbe, Teaching Second Language Reading for Academic Purposes (California: Edison-Wesley Publishing Company, 1986), p. 616 Those statements above show the various definitions of reading, they mean generally. Reading means a complex process of thinking in assigning meaning from printed materials which involve most of the readers intellectual act such as pronunciation and comprehension in order to receive ideas or information extended by the text. It can be seen that reading is not only looking at word in the form of graphic symbols but also getting meaning from word to word or line to line to understand what we read. It means that reading is a process to understand the text content and to get information. 2. Aims of Reading A person may read for many purposes, and purpose helps to understand more what is read by people. If he is reading for pleasure or reading for pure recreation and enjoyment, he may read either quickly or slowly based on the way he likes or feels. But if reads for studying or setting information such news, science or same line, which are part of his study or

assignment he does it very slowly and carefully. According to Paul S. Anderson, there are seven aims of reading, reading for details and fact, reading for main ideas, reading for sequence or organization, reading for inference, reading for classifying, reading for evaluating and reading for comparing of contest. 17 17 A Widyamartaya, Seni Membaca Untuk Studi (Yogyakarta: Kanisius, 1992) p.9017 a. Reading for details and fact is reading to know what is done by the subject of the story b. Reading for main ideas is reading to get the problem statement c. Reading for sequence of organization is reading to know each part of the story d. Reading for inference is reading to know what is the writer meant by its story e. Reading for classifying is reading to find unusual things f. Reading for evaluating is reading to know the value of the story g. Reading for comparing or contest is reading to compare the way of life of the story with the way of life of the reader. Another author said that the aim of reading is: a. Reading for pleasure b. Reading for information (in order to find out something or in order to do something with the information you get). 18 Meanwhile Lester and Allice Crow classified two general purposes. These purposes includes; Leisure-time reading and more serious reading. 19

18 Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge university Press, 1981) p. 4 19 Lester and Allice Crow, How to Study: to Learn Better, Pass Examination, Get better Grades (USA: Collier Macmillan Publishers, 1976) p.5318 1. Leisure-time reading. It is reading for enjoyment which may vary in to follow your favorite sport, comic, article, and movie program. 2. More serious reading. It is reading to study for a goal such as to obtain factual information and solve problems. 3. Types of Reading Depending on the purposes of reading it also can be classified into two types of activities, intensive and extensive reading. 20 a. Intensive reading: Intensive reading means reading shorter texts to extract specific information. This activity is likely more to emphasize the accuracy activity involving reading for detail. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given, example: Reading dosage instruction for medicine. b. Extensive reading: Reader deals with a longer text as a whole, which requires the ability to understand the component part and their contribution the overall meaning, usually for ones own pleasure. This is a fluency activity, mainly involving global understanding. Example: Reading a newspaper, article, short story or novel. 20

Christine Natal, Teaching Reading Skill in A Foreign Language (London: The Nemenn Educational Ltd, 1982) p.2319 In other words Francoise Grellet defines that skimming is quickly running ones eyes over a text to get the gist of it. While, scanning is quickly going through a text to find a particular piece of information. 21 So if a person wants to get an address, phone number, a date in a book over paragraph in order to locate a special piece of information, that activities is called scanning but if he reads all the passage in order to know about what it deals about his reading, that is called skimming. In skimming a reader must ask himself what the text is talked about. He must move his eyes quickly over the text, looking especially at the main title, the beginning and the end, and the first sentence of paragraph. In scanning the reader must ask himself weather or not the text contains what he is looking for and if any, he must find where is located, he moves also his eyes more or less quickly over the text for specific items. 4. Reading Comprehension The essence of reading act is comprehension: it becomes a primary challenge in teaching or learning of reading skill. In order to learn or understand the massage of the author, the students are hoped to have the ability to comprehend the written textbook. Comprehension means understanding the meaning or the point of a topic, F. Dubin, D.E Eskey and 21 Francoise Grellet, op cit., p. 420 W. Grabe show a more specific explanation, comprehension means relating what we do not know or new information, which is not random collection of

facts but a theory of a world in each of our heads. 22 Reading with comprehension means to understand what has been read. Dorothy Rubin states that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities concern word meanings and reasoning with verbal concepts. 23 English has been taught as a foreign language in our country, however, it does not mean that the result of teaching English in our school is satisfactory, despite the fact that it is taught continuously for six years at the high school, three years at SMP, and three years at SMA. Ramelan say that most SMA graduates are still very poor in their reading comprehension, since they cannot usually read or understand articles in English dailies. 24 There are different lists of skills that they feel are basic to understanding. The skills usually listed are as follows: 25 1. React to the sensory images (visual, kinesthetic, taste, smell) suggested by words. 22 F. Dubin, D.E Eskey and W. Grabbe, op cit, p. 6 23 Dorothy Rubin, Diagnosis and Correction in Reading Instruction, (New York: CBS College Publishing, 1982) p.207 24 Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992) p.3

25 Dorothy Rubin, op. cit, p.20721 2. Interpret verbal connotations and denotations. 3. Recognize and understand the writers purpose. 4. Determine whether the text affirms, denies, or fails to express an opinion about a supposed fact or condition. 5. Identify the antecedents of such words as who, some, or they. 5. Factors Affecting Comprehensions As it has already been shown, reading comprehension need some intellectual ability to master it. There are six basic factors that influence the students ability in comprehending written materials. a. Background Experiences Students who have little experience may have some difficulties in comprehending many ideas and activities with which other children are familiar before they learn in school. For an example, a student who never sees or hears about the mountain, and in some occasions dealing with it will find the story hard to follow, so he must have experiences in his background that enables him to bring personal meaning to the events an feelings if the story. b. Intellectual Abilities Second aspect of comprehension is the students ability to think, it all depends on his intellectual development. Although the teacher gives the same textbook and same purpose of reading, the result of reading may22 be different. The number of ideas that they understand and the depth of their understanding will be largely dependent upon their general capacity to learn. The slow learning or dull-normal students cannot be expected to show same reaction or gain the same appreciations as the bright students

when they read together for pleasure or to gain information. c. Language Abilities The third aspect is the students language abilities, including semantics or word meaning and grasp of syntax. Understanding of semantics comes from experience with words in various, personally meaningful settings. A grasp of syntax is needed to recover the structure of the language, so the students have to master syntax which links deep and surface structure. d. Affection Such as personal interest, motivation, attitudes, beliefs, feelings; students will attend a better understanding to the story about a topic if they find personally interesting. The cause of greater understanding is also affected by readers attitude and beliefs, readers could understand materials better when it matches their own attitudes and beliefs on a topic. This affection is usually linked to each other.23 e. The purpose of reading This fifth factor also determines the comprehension ability, student could also have difficulties to understand the story if he reads it with no particular purpose in mind. Comprehension is always directed and controlled by the needs and purposes of an individual. 26 If that so, they must establish their own purpose before reading and commits the entire story to memory. f. Skills of comprehending Another factor which influences the depth and the amount of comprehension is the skills that the students have developed for that

purpose; the ability to comprehend develops gradually from the simple to the complex skills. The teacher give a balanced program, include direct teaching of techniques which will aid the student in developing attitudes and skill of thoughtful, purposeful reading. 6. Correlation between Vocabulary and Reading One reason why children find reading in some subject fields difficult because of their lack of vocabulary. Whereas in fact of vocabulary is the most important thing in reading skill. Most of us if we find the difficult word, we still just continue our reading in the hope that the word we read is not really important or that its meaning will become clear later on. But sometimes these word that we passed usually as the key of our reading and understanding. We 26 F. Dubin, op.cit, p. 1424 can not catch and grasp the idea from our reading as well as possible. So looking up the difficult words in dictionary is better for us.25 CHAPTER III RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology 1. The Purpose of Study The purpose of this study is to get empirical data about the correlation between students achievement and reading ability, at the second grade students of Madrasah Aliyah Negeri (MAN) II Narogong , Bekasi. 2. Operational Definitions of Variables There are two kinds of variables in this research, the first variable is the students vocabulary achievement score which is taken by how many vocabularies that they know from the test given; it is considered as independent variable (variable X). The second variable is their Reading ability

score which is taken from their comprehension in reading with the texts; we considered it as dependent variable (variable Y). The students vocabulary achievement from the test of vocabulary that is carried out by English book for Senior High School and work sheet (LKSLembar Kerja Siswa), while reading comprehension ability was carried out by the work sheet (LKS-Lembar Kerja Siswa). id2333406 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com 26 3. Place and Time of the Study The research was conducted at MAN II Bekasi that is located on Jalan Bojong Asih V Perum Narogong Indah Rawa Lumbu, Bekasi. The research was carried out from July 24 th up to 1 st August, 2006. After getting an agreement of the school principal and then consult to an English teacher who is teach at the second year of IPS (Social Sciences) of MAN II Beaks. 4. Method of Study In completing the data, the writer used the field research. In the field research, the writer conducted the research for the students at the second year of MAN II Bekasi. The writer gave a test to the students and asked them to answer the question that she made. This research uses the correlation method, with the analysis of Product Moment according to Karl Pearson. 1 It is usually used to correlate two

variables based on its correlation coefficient value. It is useful to describe and find out the significance of the correlation between those two variables, variable X and variable Y. 1 Prof. Drs. Anas Sudijono, op. cit, p. 177-17827 5. The Technique of Sample Taking The writer takes the whole students of IPS II at MAN II Bekasi because they have enough knowledge and motivation in their study and their reading ability is also good enough. There are 123 students they are of IPA I, IPA II, IPS I, and IPS II, that placed on second year of MAN II Bekasi. From those classes the writer took one class of class IPS II they are 40 students as an experiment class and also as sample of this study. The percentage of the sample in this research is 33%. 6. The Technique of Data Collecting In completing the data, the next step of this research is collecting the data; the function of data collecting is to determine the result of the research. In collecting data, the writer uses some techniques. a. Field Research In this research, the writer gave a test to the students of IPS II at MAN II Bekasi. This test was focused on the vocabulary test and reading test. b. Testing Since the writer wanted to investigate the correlation between two kinds of test, vocabulary and reading comprehension, so the writer uses test method. The test is divided into two parts; the first is vocabulary, which consists of 20 items. The second is reading comprehension, which also consists of 20 items.28 7. The Research Instrument

The research instrument plays an important role to collect data. The instrument used in this research is an objective test, and the writer used one type of objective test, which is multiple-choice type. Multiple-choice type can be scored objectively and can measure learning out come directly. In this research, the test consisted of 40 items with five alternatives. The alternatives include one correct answer and four wrong answers. There are four passages and from each passage the writer makes a question on reading comprehension including question of vocabulary, main idea, detail, not detail, and inference. The test of vocabulary is not only based on the contents of the passage in the textbook but also taken from another book, which is correlated to their study and syllabus. From these tests, the writer takes all questions that have significant correlation with the students compulsory book, like New Light Contextual Approach to Learning English for Year XI (Published by PT Pabelan) and work sheet (LKS- Lembar Kerja Siswa) kelas 2 (Published by PT Hayati). So the questions of the test calculated are relevant to the objective of the course. 8. Technique of Data Analysis To find out the influence of the students achievement vocabulary to their reading ability, the writer uses a Pearson product moment correlations.29 The correlation technique is an analysis technique to evaluate hypothesis concerning correlation between two variables that are examined statistically. In the correlation technique, the variables are compared to know whether the correlation is very significant or it only happen by chance. The formula of product moment correlation is: 2 rxy

22 xy xy

rxy = the correlation coefficient xy = the sum of the multiplication between variable X score and variable Y score. x 2 = the sum of standard deviation from Variable X y 2 = the sum of standard deviation from Variable Y B. Research Findings 1. The Description of Data As it has been mentioned in chapter one, the writer used the field research. She held field research by taking the scores of 40 students as an experiment test and analyzed those scores in order to find out whether there is any correlation between students achievement vocabulary and their reading 2 Prof. Drs. Anas Sudijono, op cit, p. 18330 ability by using the Pearson r formula. So, in total there are 40 scores because the samples had 2 set of scores. The first score is vocabulary that consists of 20 items and the second one is reading comprehension ability that also consists of 20 items, the

scoring is 5 for each correct answer and 0 for the wrong answer. The data of vocabulary and reading test score result can be seen in the following tables. (The form of the test and the result score can be seen in appendix). 3 2. The Analysis of Data Having finished the field research by using vocabulary test and reading comprehension test, the writer uses statistic calculation of the Pearson Product Moment Formula to analyze the data from the result of vocabulary test and reading comprehension test. The following table shows the calculation result based on the theory. 3 See Appendix 1 and 2, p. 41-4431 Table 1 The Result of Product Moment Table No X Y x y by x 2 y 2 1. 60 55 -2 -1 2 4 1 2. 75 75 13 19 247 169 361 3. 80 65 18 9 162 324 81 4. 50 50 -12 -6 72 144 36 5. 60 50 -2 -6 12 4 36 6. 45 40 -17 -162 272 289 256 7. 70 55 8 -1 -8 64 1 8. 60 55 -2 -1 2 4 1 9. 60 65 -2 9 -18 4 81

10. 80 65 18 9 162 324 81 11. 70 40 8 -16 -128 64 256 12. 55 45 -7 -11 77 49 121 13. 55 55 -7 -1 7 49 1 14. 75 65 13 9 117 169 81 15. 75 70 13 14 182 169 196 16. 65 75 3 19 57 9 361 17. 50 25 -12 -31 372 72 961 18. 45 55 -17 -1 17 289 1 19. 40 45 -22 -11 242 484 121 20. 55 45 -7 -11 77 49 121 21. 65 70 3 14 42 289 196 22. 45 60 -17 4 -68 64 16 23. 70 60 8 4 32 49 16 24. 55 50 -7 -6 42 9 36 25. 50 50 -12 -6 72 144 36 26. 50 50 -12 -6 72 144 36 27. 60 55 -2 -1 2 4 1 28. 60 65 -2 9 -18 4 81 29. 65 80 3 24 72 9 57632 30. 60 50 -2 -6 12 4 36 31. 65 45 3 -11 -33 9 121 32. 65 45 3 -11 -33 9 121 33. 70 35 8 -21 -168 64 168 34. 75 65 13 9 117 169 81 35. 70 65 8 9 72 64 81 36. 45 60 -17 4 68 289 16

37. 75 65 13 9 117 169 81 38. 70 55 8 -1 -8 64 1 39. 75 60 13 4 52 169 16 40. 65 60 3 4 12 9 16 N=40 2480 2240 0 0 by=4648 x 2 =4459 y 2 =4887

()() 22 xy xy

SDx N x 2

40 4459

= 10.5 SDy N y 2

40 4887

= 11.05 ()() r 22 xy xy xy

(4459) (4887) 4648 r

21791133 4648

4668,09 4648 r

xy - nr = 40-2 = 38 To know the correlation them in 5% and 1% significance, the writer used r table with df formula: df = N nr df = degrees of freedom N = total number of respondents Nr = numbers of variable (X and Y) df = N nr = 40 2 38 (r value consultation table) df = 38, so it used the nearest df that 40. At the degree of significance of 5% = 0.304 At the degree of significance of 1% = 0.39334 3. Test of Hypothesis The writer has mentioned the hypothesis before from the hypothesis, the writer have criteria of test hypothesis: If ro > rt The alternative hypothesis (Ha) is accepted and Null Hypothesis (Ho) is rejected. It means there is correlation between students achievement in vocabulary and reading ability. If ro < rt The alternative hypothesis (Ha) is rejected and Null Hypothesis (Ho) is accepted. It means there is correlation between students

achievement in vocabulary and reading ability. According to the table of significance, it can be seen that df 38 is closer to r table df 40, so the writer took the r table df 40, we get point 0,304 on r table for the 5% significance degree, and point 0,393 on 1% significance degree. So it means point 0.99 on ro is very high than r table (0.99 > 0.304 and 0.99 > 0,393), from that result, we can conclude that null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. In conclusion, there is a correlation between students achievement in vocabulary and there is significant.35 The level of influence is as follows Table 2 The r Product Moment Table Product Moment (r) Interpretation 0.00 0.20 0.20 0.40 0.40 0.70 0.70 0.90 0.90 1.00 Very low Low Moderate High Very High Based on the result of statistics calculation above, the correlation between the two variables X and Y is positive, it is 0.99. In another word, the correlation between the students achievement vocabulary and their reading ability is considered very high as seen in the table above.36

CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion Based on the data described above, the comparison between students achievement in vocabulary and reading ability, are obtained that the value of ro is 1.00 the degree of freedom (df) is 38. In the table of the degree of significant of 5% and 1% the value of the degree of significant is 0.304 and 0.393. It means that Ho is rejected and Ha is accepted, and it can be concluded that a correlation between students achievement in vocabulary and reading ability is significant. The writer also concludes that most students are still weak not only in their achievement of vocabulary, but also in reading comprehension ability. For example using dictionary is very helpful for them to find out the meaning of words. The writer also finds out that the correlation between vocabulary and reading is significant. So, both of them cannot be separated each other. B. Suggestion Based on the conclusion above, it is suggested that in reading ability and in vocabulary are: 1. English teacher is a motivator and stimulator. The teacher should support the students expectation about reading and arouse their interest to increase their reading comprehension. id2346718 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com 37 2. A teacher should know and able to implement a good method in teaching reading, because it is quite complicated to learn. 3. The teacher should encourage the students to have and use dictionary as a tool to help them with difficult words. 4. The teacher should also give a high motivation to the students to read more and more English literature to increase their vocabulary level.38

BIBLIOGRAPHY Burton, S. H. Mastering English Language, London: The Macmillan Press Ltd, 1982 Collier-Macmillan International: A Division of the Macmillan Company, The Key to English Vocabulary: English Services London: Collier Macmillan Limited, 1971 Crystal, David, The Cambridge Encyclopedia of the English Language, Australia: Cambridge University Press, 1995 Depdikbud, Kurikulum 1994. GBPP SMU, Jakarta: Depdikbud, 1994 Dubin, F. and Eskey, D. E. and Grabbe, W, Teaching Second Language Reading for Academic Purposes (California: Edison-Wesley Publishing Company, 1986) Enong, Azimar and Djalunushah, Tata Bahasa Inggris Modern dalam Tanya jawab (Jakarta CU. Miswar, 1980) Tarigan, Henry Guntur, Pengajaran Kosakata, Bandung: Angkasa, 1986 Grellet, Francoise, Developping Reading Skills, (Cambridge: Cambridge University press, 1981) Hill, Walter R, Secondary School Reading process, program, procedure, Boston: Allyn and Bacon, 1969) Hornby, A. S, Oxford Advanced Learners Dictionary of Current English, Revised and updated, (Oxford university press, 1987) L. Bond, Guy and Bond Wagner, Eva, Teaching the Child to Read (New York: The Macmillan Company, 1969) Lee Field, and Aebersold, Jo Ann, From reader to Reading Teacher, (Cambridge: Cambridge University Press) Lester and Crow, Allice, How to Study: To Learn Better, pass Examination, Get Better Grades (USA: Collier Macmillan publishers, 1976) Longman, Dictionary of Contemporary English, Second Edition (Harlow: Longman Group, 1987)

id2362546 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! http://www.pdfmachine.com http://www.broadgun.com 39 Madox, Harry, How to Study, Greenwich: Fawcet Premier, 1963) Mc Charty, Michael and Carter, Roland, Vocabulary and Language Teaching, (London: Longman, 1988) Nation, I. S. P. Teaching and Learning Vocabulary, (New York: Newburry Hoouse publishers, 1990) Nation, Paul, New Ways of Teaching Vocabulary, (USA: Teacher of English to Speaker of Another Language/TESOL Inc, 1994) Natal, Christine, Teaching Reading Skill in a foreign language (London: The Neumann Educational ltd, 1982) Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992) Robinson, H. Alan and B. Smith, Nilla, Reading Instruction for todays Children, Second Edition (USA: Prentice-Hall, 1980) Rubin , Dorothy, Diagnosis and Correction in Reading instruction, (New York: CBS College Publishing, 1982) Schmitt, Norbert and Mc Carthey, Micael, Vocabulary in language Teaching, (USA: Cambridge University press,1997) Webster, Merriam, Websters New World College Dictionary, 4 th Ed, (Cleveland: Wiley publishing Inc, 2002) Widyamartaya, A. Seni membaca untuk Studi, (Yogyakarta: kanisius, 1992)

hapter 1

CHAPTER 1 INTRODUCTION 1.1. Background of the study

Learn a language means to learn its four integrated skills, namely: listening, speaking, reading, and writing. Students should master those four skills if they want their ideas, feeling and opinion can be understood by the interlocutor. However, the mastery of these four skills is influenced by the mastery of language components. One of the language components that affect the mastery of language skills is vocabulary. In learning English, learners should master vocabulary knowledge and skill of the language. Vocabulary becomes the basic knowledge for learners to learn the four English skills such as listening, speaking, reading, and writing. It is difficult for learners to have proficiency in grammar if they do not have sufficient of the vocabulary knowledge. Hence, it is important for learners to have good vocabulary knowledge for mastery in grammar. According to Hughes (2003:179) vocabulary supports other language skills such as listening, speaking, reading, and writing, and it must be master when learning a foreign language. It means that vocabulary knowledge is a basic knowledge for learners to learn the four English skills. It is a number of size that learners have to comprehend and use well both in written and spoken language. It also help them to be able to make the sentences grammatically correct both in speaking and in writing. Writing also tends to be more formal than Speaking in the sense that more conscious manipulation of vocabulary and syntax take place (Ronald Wardhough, 1972 : 12). A second language learner will not have a good performance in his/her speech although he/she knows what to say, because the lack of grammar's knowledge especially the rules in tenses. Grammatical items are quiet complicated to be learnt by the students, since each items has certain rules that must be followed while using them in language. There are three types of Grammatical: (1) Orthography is learn how to write and spell the letter, (2) Etymology is learn how to arrange the letter into a word, (3) Syntax is learn how to arrange the words into a sentence (Harry Mc Charty, 2000 : 11). However, to discuss all grammatical items in English language seem impossible. Based on it, this research will focus on one of the aspects, which usually create persistence problem in language teaching and learning activities. In this case, the writer is interested to investigate The Correlation between Vocabulary Mastery to

Grammar. The writer interest in describing this research derives from thinking of considerable that beginner students get doubt how to write and speak correctly, or how to write and speak grammatically according to the linguistic method. As the student of STBA Buddhi, writer also has opportunities to obtain information on difficulties by students in his school when studying English as foreign language. Some of the students difficulties are having lack of vocabulary knowledge and following grammar subject. They become slow learners in grammar session because they do not comprehend what they learn to. The fourth semester students at English study program who have studied vocabulary I, II, and III are supposed to understand and familiar with this problem. They probably recognize their strength and weaknesses on this discussion. Then, they motivate themselves to improve this mastery in the next vocabulary subject. Therefore, it might be relevant for the writer investigate how is the Fourth Semester Students of English Department of STBA in comprehending of vocabulary context. And this research is entitled: "The Correlation between Vocabulary Mastery and Their Achievement in Grammar ". (Study Cases on The Fourth Semester Students of STBA BUDDHI).

1.2.

Statement of the Problem

The statement of the problems emphasizes the difficulties faced by the fourth semester students of STBA BUDDHI Tangerang in learning English as a foreign language. The students difficulties are lack of understanding of grammar and vocabulary knowledge. They do not understand the sentence as they do not understand the meaning of words. All of this matters because they have lack of vocabulary knowledge. Since there is always a possibility that the result of the study will show no relationship between the variables, the study focuses on the Correlation between Vocabulary Mastery and Their Achievement in Grammar. 1.3. Research Question

In this sub title the writer wants to know the answer from the question which appears in this study. The questions of this study are stated as follows: Is there a significant correlation between students mastery of vocabulary and their To what extent does the students mastery of vocabulary affect their achievement in achievement in grammar? grammar?

1.4.

Scope and Limitation

This study was conducted from October 4th, 2010. In this paper, the scope of this study is to find out how close the correlation between vocabulary knowledge and grammar. The study was limited to two variables that were Vocabulary Knowledge and Grammar Comprehension. Here, the fourth semester student of STBA Buddhi in the academic year of 2010 in comprehending of vocabulary context, so the writer connected it to the students' grammar comprehension. There were 25 the fourth semester students who participated in this research. 1.5. Goal and function

The objectives of this study are to know the correlation between the students mastery of vocabulary and their achievement in grammar and to know what extent does the students mastery of vocabulary affect their achievement in grammar. The result of this research will be expected to contribute some advantages that not only for the writer to fulfill one of the requirements to obtain undergraduate degree, but also for the teachers, the students, and the readers. This study is expected to bring positive impacts to the following targets: 1.1.1. For the teachers The writer hopes that they will find a good solution in teaching vocabulary, especially in some grammatical context. 1.1.2. For the students, The writer hopes that by knowing and learning about new method to improve students skill in vocabulary. Hopefully they will be able to apply them in sentences both in spoken and in written form. 1.1.3. For the readers, The writer hopes that it can inform the readers about the correlation between students mastery of vocabulary and their achievement in grammar.
Chapter 2

CHAPTER II THEORITICAL BACKGROUND Theoretical background is needed in confirming this research. The theoretical background determined as the material references for supporting this research. It is collected from trustworthy resources, such as books, internet, and similar study from other researchers. In this study, writer

use quantitative research that is start from theory to get the data then ended to the acknowledgement of the theoretical background. In this chapter, writer also tries to present some of the resources that consider have relationship with this object of the study as below: 2.1. Vocabulary Talking about definition of vocabulary, there would probably be as many define it. This definition of vocabulary, however, essentially conveys the same idea. There are some definition of vocabulary mentioned in some literature that the writer has found as follows: According to Kridalaksana (1993:127) state: Vocabulary is a component of language that maintain all of information about meaning and using word in language According to Hatch and Brown (1995:1) defined: Vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of language might use According to Websters Ninth Collegiate dictionary (1978:1320) defined: Vocabulary is a list or collection of words and phrase usually alphabetically arranged and explained or defined; or a sum or stocks of words employed by a language group individual or work in a field of knowledge; or a list or collection of terms or code available for use. From the definition above, that vocabulary is a component of language and number of words by a person class, profession, etc. In the communication and every aspects of life such as in trade, education, business, social, politic, etc. 2.1.1. The types of Vocabulary Nation has divided vocabulary in the specific references, such a word. There are two types of vocabulary as follows: a. Receptive Vocabulary: knowing a word involves being able to recognize it when it is heard (what is the sound like?) o when it seen (what does it look like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from word with a similar form and being able to judge if the word form sounds right or look right. b. Productive Vocabulary: Knowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it, it also involves not using to word too often if it is typically a low frequency word and using it in a suitable situation using the word to stand for the word if there any. Knowing a word implies knowing how that word that word relates to other knowledge or word schema. The more we know about a specific concept, for example, the more word we bring to our

understanding of that concept. Because we have individual interests and backgrounds, each of us brings different words to shape that understanding. Finally, knowing a word means being able to appreciate its connotation and subtleties. When we know a word at this level, we can use and recognize it in idioms, jokes, slangs, and puns. 2.1. Definition of Grammar Talking about definition of grammar, there would probably be as many define it. This definition of grammar, however, essentially conveys the same idea. Cook and Suter (1980:1) state: Grammar is a set of rules by which people speak or write. These rules are not always understand conviously, and if you asked people what the rule of English Grammar were, they would probably offer one or two or say they did not know. The reason is that the rules we refer to are those that hardly anyone ever thinks about but which allow people to use their language easily and naturally most of the time. The statement indicates that grammar is a set of rules derived from a language, rules that most of its native speakers rarely care about. However, these enable them to communicate each other without creating misunderstanding and misinterpretation. The commonly do not realize that when they express themselves through writing or speaking, what they write or speak have patterns in their communication. Meanwhile in the context of education especially in the learning and teaching of foreign language, grammar is usually considered one of the language components other that vocabulary and sound system which student should acquire. Knowing grammar means understanding what the text means correctly. In addition, the role of grammar becomes more important when we have to speak or write in a foreign language. Considering the definition and explanation, the writer comes to conclusion that grammar is a set of rules derived from a language that enable people to understand what they read or to be creative in constructing sentences or expression when they communicate. 2.1.2. Type of Grammar Linguistic recognize a number of types of grammar: Firstly, prescriptive grammar is an attempt to tell the user of the language how to use it in order to speak correctly. Secondly, descriptive grammar is an attempt to describe the language as it is being used, regardless of whether it is correct or not. A descriptive grammar of such dialegs would accordingly treat that sentence as grammatical and provide rule that account for it. The third is teaching grammar is a combination of prescriptive and descriptive approaches with the aim of teaching a language to children and foreigners. In teaching grammar it is often necessary to simply in order to achieve success neither the prescriptive nor the descriptive approaches are logical easy to understand in all details. Finally, generative grammar is a technical linguistic term. A generative grammar for a particular language specifies, for each string of words, whether or not that string constitutes a grammatical sentence in that language. It does not provide a set of rules or parsing sentences.

According the types of grammar above, the writer concludes that the formal study of grammar is an important part of education from young age through advanced learning, though the rules taught in schools are not a grammar in the sense most linguistics use the term, as they are after prescriptive rather than descriptive. 2.1.3. Significance of Grammar Language learning depends on grammar since it provides the input that serve as the basis for language acquicition and enables learners to interact in spoken communication. It provides the foundation for all aspects of language and cognitive development, and it plays a life-long role in the process of communication. Knowing why a word or word group is being used in a grammatically correct way can be just as important ones journey to becoming a superior speaker and writer of English as knowing how to use words correctly. Formal functional grammar is a term used to describe the grammar system adopted in 4S-AEP that takes combined formal-structural-fuctional approach to teaching grammar, focusing on word and word-form relationship, function, and characteristic in the English language (Wright, 2000). Here, grammatical rules, conventions and principles are addressed directly as well as incidentally in the study of the structures of texts and discourses, depending on their relevance to the use of language as a communication resource. Formal functional grammar initially looks at language usage from a word-relationship perspective, identifying the existence of relations between individual words as well as between words and word groups in sentence, clause and phrase constructions. It then systematically sets about building paths of understansing using a user-friendly definitional format in which the concepts, the fuctions, the purposes, the characteristics, the terminology and the grammatical rules and conventions relevant to the word and word-form elements in the language are the paving stones. The outcome is that learners have greater understanding of significance of words in a construction and thus are able to use particular words and word groups in correct and relevant ways when communicating either in speech or writing. This grammatical knowledge also engenders confidence as wellas competence which is often a hurdle many learners for whom English is not their primary language have to negotiate.
Chapter 3

CHAPTER III RESEARCH METHODOLOGY Research methodology is a way that writer conducted in this study to find out the correlation between two variables, those are vocabulary and grammar comprehension. This chapter consist of six parts, they are: subject, type of the research, research design, approach, data collecting instrument, procedure of collecting data, and statistical analysis. 3.1. Subjects

This research will be done at The Fourth Semester Student of STBA BUDDHI Tangerang, Banten Academic Year 2010. The writer chooses the subject because she wants to prove that there is correlation between the students mastery of vocabulary and their achievement in grammar. There are 25 participants who participate in this research. 3.2. Type of The Research

On the basic of the nature of data being analyzed, research is categorized into two, namely quantitative and qualitative research. Quantitative research is research carry out by collecting numerical data from sample drawn from a certain population. It, thus, finally attempts to generalize the research findings to the whole population through statistical analysis. Qualitative research, on the other hand, is one which collects some type of non-numerical data to answer a research. It usually studies verbal data through intensive study of cases. Regarding the nature of the study and the type of data beinggathered, this study constitutes a quantitative research. 3.3. Research Design

Defining the research deign in advance is the most essential part conducting a research since the research design determines the statistical decision being made. As the topic indicates, the primary aim of the study is to reveal the correlation between students achievement in vocabulary and their ability in grammar. So this study seeks to identify the possible relationship between the two variables. In other words, this study is a correlational research. According to Gall and Borg (2003:320), correlational research refers to study in which the purpose is to discover relationship between variables through the use of correlational statistics. They further explain that the basic design of correlational research is very simple, involving nothing more than collecting data on two or more variables for each individual in a sample and computing a correlational coefficient. Correlation coefficient (usually represented by r) are indices indicating both the direction of the correlation (either positive or negative) and the strength or the degree of the relationship between variables. The calculation of the correlation coefficient between a pair of scores result in a value that ranges from -1.00 to +1.00. A correlation coefficient of -1.00 indicates a perfect negative relationship, whereas a value of +1.00 implies a perfect positive relationship and the midpoint of this range is zero, indicates that there is no relationship at all. Concerning the above elaboration, the writer wants to assert here that this study is a correlational research. Thus, the main objective of this study is to discover the relationship between the two variables. i.e. students achievement in vocabulary and students ability in grammar, and this is accomplished through regression equation. From regression equation, the determination index indicating the presentage of the overlap between the two set of scores (score on vocabulary and

grammar) can be obtained. The research was done to know the correlation between vocabulary mastery to grammar comprehension some of familiar the meaning in form of sentences (X1) and mastery of grammatical (X2). But, it was not only to know or to check hypothesis or related literature itself. This research will explain about the lecturing process of the subject vocabulary. 3.4. Approach In this sub title, the writer wants to reflect the study with the previous similar study that conducted by another researcher. The previous similar study has a title : The Influence of The Vocabulary Achievements (scores) and The Structure Achievement (score) and The Composition Achievement (scores) at The Third Semester Students of STBA BUDDHI Tangerang by Ester Novianti Dermawan, 2010. In this previous similar study the writer found the guide line how to conduct the research. 3.5. Data Collecting Instrument Data collecting instrument is a way to gain data to prove this study. There were two type of tests, those are vocabulary test and grammar comprehension test. The material test was taken from the book of Module structure 3 Nothing Great Come Easy. The material for the vocabulary test was taken from unit 10 with topic of wish past and present. There some instruments that the writer use to collecting data: 3.5.1. Observation The writer does observation about the phenomenon systematically in this research observation is used to see the situation on the Fourth Semester Students of STBA BUDDHI Academic Year 2010. 3.5.2. Test To obtain the data, the writer used test. Test is the list of questions, drills, which are utilized to measure skill, knowledge, intelligence, achievement, or aptitude that belong to individuals or group (Arikunto, 1993 : 138). The test that will be used is simple completion test in form of inflection test. In this test, students' will be asked to translate the sentences from English to Indonesian language. The test will consist of 25 items, 5 question for each tenses. They are used to measure students' skill in translation. 3.5.3. Documentation Documentation is a method used to look for the data regarding something or variables like notes, transcript, books, newspapers, magazines, and meetings (Arikunto, 1996 : 234). This method is used to get information of geographic condition, lecturers' condition, facilities, and the students' score. 3.5.4. Questionnaire

Questionnaire was given by writer with hope in the data collecting can achieved. (Ary, 1972 : 150), say that questionnaire is typically more efficient and practical and follow for the use of large simple, (Ary, 1972 : 169)

Chapter 4

Chapter 5
Comments (6)

Hananto said
at 10:55 am on Dec 19, 2010

To send your document: 1. Choose Upload Files (or Pages and Files) 2. Choose your own folder (i.e. Irene) 3. Click Upload Files button 4. Browse to select your files

Irene Mugiasih said


at 11:31 am on Dec 19, 2010

Sir, I haven't change yet chapter 2 about grammar explanation. I want to change my research as your suggestion. I'll change "writing" to "vocabulary". What should I do next sir?

Thx & Rgds, Irene Mugiasih

Hananto said
at 1:08 pm on Apr 3, 2011

In chapter 2, you should also discuss the relationship between vocabulary and grammar. What to do next is to get the data, i.e. the grammar score. How will you get it? Give the subjects a grammar test or get the score

from the grammar lecturers? By the way, this is a correlational study, so you won't be able to answer your 2nd research question.

Hananto said
at 10:13 am on Jun 2, 2011

Your data should contain the raw scores: Look at Anant's pre- or post-test: http://bimbingan.pbworks.com/w/file/38275356/Anant_Bangun_result%20of%20pre-test.xls http://bimbingan.pbworks.com/w/file/40774345/the%20result%20of%20post-test.xlsx

I've also added a scatter plot in your results: http://bimbingan.pbworks.com/w/file/40605207/Irene_Results.xls

Hananto said
at 2:57 pm on Jun 28, 2011

The test used in the study: http://bimbingan.pbworks.com/w/file/41747158/VLT_3000_WL.xls http://hananto.pbworks.com/w/file/34444651/Hananto_Pronounce.doc The paper is to be published in the Pronounce (Buddhi journal) next edition.

Hananto said
at 11:33 am on Jul 9, 2011

The internal reliability measured using Chronbach Alpha is 0.818 (see http://bimbingan.pbworks.com/w/file/42150649/Irene_Alpha.jpg) It means the test has high internal reliability.

A. +/- .10 to +/- .39: low B. +/- .40 to +/- .69: moderate C. +/- .70 to +/- 1.00: high Source: http://pages.intnet.mu/cueboy/education/notes/statistics/interpretation.pdf You don't have permission to comment on this page.

THE CORRELATION BETWEEN SELF-CONCEPT AND ENGLISH SPEAKING ABILITY OF THE LEARNERS OF PRIMAGAMA ENGLISH COURSE SAMARINDA
Januari 10, 2010pondokskripsi

9 Votes The success of English learning is seen generally through the speaking ability. Nowadays, although learners have learned English for years, many of them are still incapable to use English orally. These may be caused by the limitation of opportunity to practice, lack of vocabulary, or psychological factors which more concern to the fear of making mistakes when speaking English. This fear feeling comes up from the low self-concept they have. Someone with low self-concept is believed to be unconfident, while confidence is needed by learners to present their English orally (Coopersmith in Bintang Bangsaku: 2008). This psychological factor influenced the learners ability in speaking. Based on the problem above, the writer would like to find out learners self-concept and speaking ability, and whether there is a correlation between self-concept which is one of psychological factor and their English speaking ability of Primagama English for students class. The design of this research was correlational study. This study tried to find out the correlation between self-concept and English speaking ability. The writer took 30 learners of the Primagama English for students class as research subjects. The data were obtained through the self-concept test that has been adapted from A test of a multi faceted, hierarchical model of self concept by Dr Russell F. Waugh and the speaking test was held by the instructor. After conducting the research, the writer found that the average score of self-concept score was 73.73 and it was in fair criteria. While the average score of speaking ability was 50.14 which was in novice high level. Furthermore, the writer also found a significant correlation between the self-concept and English speaking ability of the learners of Primagama English for students class. Speaking is an important aspect in language learning. By speaking, we can convey information and ideas, and maintain social relationship by communicating with others. In addition, a large percentage of the worlds language learners study English in order to be able to communicate fluently. It is strengthened by British Councils report (1998) which states that more than two billion people use English to communicate. Some people often think that the ability to speak a language is the product of language learning. They assumed that speaking is a crucial part of language learning process. Many language learners regard speaking ability as the measure of knowing a language. That is why the main purpose of language learning is to develop proficiency in speaking and communicative efficiency.

They regard speaking as the most important skill they can acquire and asses their progress in terms of their accomplishments in spoken communication. On the contrary, for most people, speaking is the most difficult part when they learn a foreign language. There are many obstacles in mastering English. For people who wants to be competent in communicating with English, they must change and expand identity as she or he learns the culture, social, and even political factors of English, that needed to speak appropriately with a new voice, it is as Englishman (Hughes, 2002 in Fitriana 2004:1). Besides changing and expanding the identity, they also need bravery and confidence to present their English well. Bravery and self confidence are included in non linguistic aspect which directly indicated ones self concept that can determine ones successful or failure in speaking English. There were several reasons why the writer was interested in investigating the correlation between selfconcept and English speaking ability. First, people who have learnt English for a long time in Indonesia, sometimes rather hesitate when they should speak with native speakers. They are not sure with their English. They are often embarrassed or shy to say anything when they do not understand what others speak or when they realize that others do not understand them. Sometimes, they just listen in silence while others do talking. In this case, they just lack confidence in their ability to participate successfully in oral interaction. This self-confidence factor is quite related to the self-concept of the people. Because self-concept is just one factor among many that have an impact to ones self-confidence. Second, some people sometimes do not have enough bravery to speak in front of people even in their own language. They always feel nervous when they speak up in public. They are afraid of making mistakes because they are worry if other people will laugh at them. Actually, feeling some nervousness is natural and healthy. It shows people care about doing well. But too much nervousness can be detrimental. According to Wijaya (2007) deliver a speech in public is not easy but also is not difficult to do. We should believe that the ability to speak in front of people is not innate but a skill that can be learned. The last reason was the common situation which happened in general speaking class. Most of students are often particularly reticent when it comes to speaking activity in their classroom. They got nervous when require to speak English in front of the class. Sometimes, they also avoid this chance by giving many excuses. They usually say I am shy and I cannot do that. Or even they did what the teachers instruction but their voice was slower and softer than usual, so the teacher could not hear their voice clearly. Actually, to be able to speak English in their speaking class, students are not expected to have a great ability in grammar, vocabulary, or writing, but how brave they express their idea and use their English in front of others. In this study self concept is what one understands about his/her self. It may include ones social character or abilities, physical appearances and body image, and the way of thinking and behavior. Each person can change his/her self concept to be more positively to get a good achievement but it depends on what one sees and understands on his/her feeling, belief and attitude. Better ones self-concept, it will be higher self-competence can be developed (Pudjijogyanti: 1991). Referenced on illustration above, it is clear that psychological factor like self-concept will give some contributions in successful of learning especially speaking. Moreover, the teachers have an important role in developing learners self concept by giving more attention to motivate them in order to they are more active and brave to use their English orally. If they always think that they are going to be failed in speaking English, they will not be able to speak well. This situation shows that this fear indicates they have low or even negative self concept. In other word, it could be say that if learner has no idea about what to say, she or he may lose confidence, feel no comfortable, and make mistake. Based on the description above, the writer was interested in investigating the correlation of self-concept and speaking ability of the learners of Primagama English for students class where it is a new comer as an English course with a small number of learners which is focusing on how to improve their English speaking ability.

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Categories:Skripsi Bahasa Inggris A DESCRIPTIVE STUDY ON THE VOCABULARY MASTERY OF THE ELEVENTH YEAR STUDENTS OF SMA NEGERI 2 SURAKARTA ACADEMIC YEAR 2007/2008THE CORRELATION BETWEEN SELF-CONCEPT AND ENGLISH SPEAKING ABILITY OF THE LEARNERS OF PRIMAGAMA ENGLISH COURSE SAMARINDA

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