A CORRELATION STUDY BETWEEN STUDENTS READING

INTEREST TOWARD THEIR VOCABULARY MASTERY

(A Correlative Study of the Fourth Semester of English Department Students of Salatiga

in Academic Year of 2012/2013)

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial of the Requirments

for the degree of Sarjana Pendidikan Islam (S.Pd.I)

In English Department

By :

AJ BASTIAN

NIM : 113 08 118

ENGLISH DEPARMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)

S A L A T I G A

2013

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITTUTE (STAIN) SALATIGA

Jl. Stadion 03 Phone. (0298) 323706 Salatiga 50271

Website: www.stainsalatiga.ac.id Email: administrasi@stainsalatiga,ac.id

DECLARATION

In the name of Allah, the most Gracious and the most Merciful.

Herby the writer fully declares that the graduating paper is made by the writer himself

and it is not containing materials written or has been published by other peoples ideas except the

information from the references.

The writer is capable to account for this graduating paper if in the future it can be proved

of containing others ideas or in fact the writer imitates the others graduating paper.

Likewise, the declaration is made by the writer and he hopes that this declaration can be

understood.

Salatiga, August 23th

, 2013

The Writer,

AJ BASTIAN

NIM: 113 08 118

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITTUTE (STAIN) SALATIGA

Jl. Stadion 03 Phone. (0298) 323706 Salatiga 50271

Website: www.stainsalatiga.ac.id Email: administrasi@stainsalatiga,ac.id

Rr. Dewi Wahyu Mustikasari, M.Pd. Salatiga, August 23th

, 2013

The Lecturer of Educational Faculty

State Islamic Studies Institute of Salatiga

ATTENTIVE CONSELOR NOTES

Case: AJ Bastians Graduating Paper

Dear

The Head Master of State Islamic

Studies Institute of Salatiga

Assalamualaikum. Wr. Wb.

After reading and correcting AJ Bastians graduating paper entitled A

CORRELATION STUDY BETWEEN STUDENTS READING INTEREST TOWARD

THEIR VOCABULARY MASTERY, I have dedicated and would like to propose that if

could be accepted by educational faculty, I hope it would be examined as soon as possible.

Wassalamualaikum Wr. Wb.

MOTTO

MOTHERS LOVE IS NEVER ENDING

YOULL NEVER BE ALONE

PEACE, LOVE, UNITY AND RESPECT

DEDICATION

This graduating paper dedicated to :

My beloved father (Almadi) and my beloved mother (Kutri Yuliati), thanks for your

attention, support, trust, finance, encouragement, and everlasting prayer.

My beloved wife (Eni Irawati) thanks for your support, motivation and spirit.

My wonderful sisters and brothers Mbak Danie, Mas Arif, Dek Dwik, and Dek Feri

thanks for your prayer.

My best friend Doni, Fendi, Syafii thanks for your prayer, support, and motivation to

make this graduating paper to be perfect.

My friends in TBI 08, especially TBI D.

The big family of Al Mina Islamic Primary School.

All STAIN Salatiga lecturers especially for those who have taught in my class.

ACKNOWLEDGEMENT

Assalamualaikum Wr. Wb

Alhamdulillah . , in the name of Allah, the lord of universe. Our blesses and

praises always go to our prophet Muhammad (peace be upon him) who bring us from

darkness to the lightness. Praise to Allah, the compassionate, the merciful for his blessing

which come to the writer, in form of support and encouragement to finish this graduating

paper.

However, the writer realize that besides the writers will and effort there are some

helps from many people, friends, and relatives, which made the process of writing much

easier, by giving their great helps, and love. In this special occasion, the writer would like

to express the special gratitude to :

1. Drs. Imam Sutomo, M. Ag. as the Rector of State Islamic Studies Institute of

Salatiga.

2. Mr. Suwardi, M.Pd. as the Chief of Education Program.

3. Mrs. Maslikhatul Umami, S. Pd.I M.A as the Chief of English Department Program.

4. Mrs. Rr. Dewi Wahyu Mustikasari, M.Pd. as the consultant who gives support,

guidance, and useful advice. Thanks for all

5. All of the lecturers in English Department.

6. All administration staffs and the librarians staffs for their help in both of areas.

7. All of my classmates at TBI D 2008.

8. The big family of STAIN Salatiga.

9. My best friends, Syafii, Fajar, Mas Daim, Jalu, Andi, Nanang, Subur, and Dimas.

Special thanks to Mr. Deka always support me whenever.

10. For everyone that I cannot mention one by one, thank you very much for everything.

No one is perfect, for better every little thing he does, the writer needs all

constructive criticism, opinion, and suggestion.

Wassalamualaikum Wr. Wb.

Salatiga, August , 2013

AJ BASTIAN

NIM. 113 08 118

ABSTRACT

AJ Bastian : A CORRELATION STUDY BETWEEN STUDENTS READING INTEREST TOWARD THEIR VOCABULARY MASTERY of the Fourth Semester of English Department

Students of Salatiga in Academic Year of 2012/2013.

This research analyzed the correlation between reading interest and vocabulary mastery.

The objectives of the research are to know the score of reading interest, the score of vocabulary

mastery, and to proven the significant correlation between reading interest and vocabulary

mastery. This graduating paper intended to be a descriptive quantitative research. The writer

applied questionnaire to found the score of students reading interest, and the writer applied test to found the score of vocabulary mastery of the Fourth Semester of English Department Students

of Salatiga. Then, the writer applied correlation formula to proven the significant correlation

between reading interest and vocabulary mastery. The result of this research showed that score of

reading interest of the Fourth Semester of English Department Students of Salatiga is good. It

can be seen from the result of reading interest score is 77.31%. It showed that the students have

interest in reading English book because they often went to library to read English book and did

the assignment for presentation which given by lecturer. In this research also showed that score

of vocabulary mastery the respondents is excellent. It was known from the result of score of

vocabulary test is 83.70%. It showed that the student did most of vocabulary tests and also

understood the verb of the text. In this research they understand lecturers explanation about vocabulary study. Then the result of correlation formula showed that the r-calculation is 0.483.

To know the significance of variable X to variable Y, r-calculation is compared with r-table with

the number of sample (27) students and the level of significance 5% (0.05), which is 0.381. It

proved that r-calculation is almost the same with r-table because r-calculation is 0.483 while r-

table is 0.381. It also proved that there was positive correlation between reading interest and

vocabulary mastery. Because the correlation between reading interest and vocabulary mastery

are significance.

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

TABLE OF CONTENT

Page

TITLE PAGE ...i

DECLARATION ...ii

ATTENTIVE COUNSELOR NOTES ..iii

STATEMENT OF CERTIFICATION ..iv

MOTTO ..v

DEDICATION ..vi

ACKNOWLEDGMENT ..vii

ABSTRACT viii

TABLE OF CONTENT ix

LIST OF TABLES .x

Chapter 1 INTRODUCTION

A. Background of the Study .1

B. Limitation of the Problems ...2

C. Statement of the Problems ...3

D. Objectives of the Study ....3

E. Significance of the Study ....4

F. Definition of Key Terms .....5

G. Previous Studies ..6

H. Hypothesis ...7

I. Thesis Organization .8

Chapter II THEORITICAL FRAMEWORK 9

A. Reading ...9

1. Definition of Reading ...9

2. Purposes for Reading ....9

3. Benefit of Reading Skill ..11

4. Reading Strategies ...14

5. Reading Interest ..16

B. Vocabulary 18

1. Definition of Vocabulary .18

2. Mastery on Vocabulary 19

3. Classes of Vocabulary ......19

4. Aspect of Learning Vocabulary ...22

5. Influence of Reading Interest to Vocabulary Mastery 24

Chapter III RESEARCH METHODOLOGY 26

A. Research Methodology ...26

1. Type of the Research 26

2. Approach ..26

3. Setting of the Research .26

4. Object of the Research ..27

5. Technique of Collecting Data ...28

6. Technique of Data Analysis .30

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

C. Teaching Staff 32

D. Official Staff ...33

E. Facilities of STAIN Salatiga ..33

Chapter IV DATA ANALYSIS .35

A. Hypothesis...35

B. Testing Validity and Reliability of the Questionnaire ...36

C. Students Reading Interest .39

D. Students Vocabulary Mastery ...43

E. Correlation between Students Reading Interest and Students

Vocabulary Mastery ...43

F. Result of Theoretical Analysis ...46

Chapter V CLOSURE ...48

A. Conclusion .48

B. Suggestion .49

BIBLIOGRAPHY

APPENNDIX

LIST OF TABLES

Table 3.1 The number of the fourth semester students of English Department of STAIN

Salatiga on the academic year 2012/2013 ..27

Table 3.2 Indicator of Questionnaire ..29

Table 3.3 The number of Lecturers Staff of STAIN Salatiga on the academic year

2012/2013 ...33

Table 3.4 The number of Official Staff of STAIN Salatiga on the academic year

2012/2013 ...34

Table 4.1 Reliability Calculation ....38

Table 4.2 The Questionnaire Calculation ...41

Table 4.3 Students Vocabulary Test .43

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

CHAPTER I

INTRODUCTION

A. Background of the Study

People use language to ask for and give people information, but as we know that

most knowledges information in Indonesia is not only spread orally. People also read by

books. Furthermore, both of them are the window of knowledge. The statement above

shows that reading is very important.

One of important skill in learning English is reading. Reading is important aspect

of students learning activity. Reading is an understanding a message explained by the

writer through visual and non visual. This activity involves an interaction between

thought and language. For the process, the reader processes his background knowledge

and text using specific skills and strategies to form expectations or predictions of the

meaning of text, then selecting, and using the most productive clues to confirm or reject

those predictions (Fauziati, 2005: 139).

Reading texts provide opportunities to study language about vocabulary,

grammar, punctuation, and the way that construct sentence, paragraphs, and texts.

Furthermore, good reading texts can introduce interesting topics, stimulate discussion,

and excite imaginative responses (Harmer, 2001:68).

Vocabulary is central to language and of critical importance to typical language

learner. Without a sufficient vocabulary, one cannot communicate effectively or express

his ideas in both oral and written form. Having a limited vocabulary is also a barrier that

precludes learners from learning a foreign language. When they do not know how to

enrich their vocabulary, for example, they often gradually lose interest in learning

(Fauziati, 2005: 155).

Vocabulary is commonly defined as "all the words known and used by a

particular person". Knowing a word, however, is not as simple as simply being able to

recognize or use it. There are several aspects of word knowledge which are used to

measure word knowledge. Students have to master rich vocabularies to develop and

express their ideas in target language because it is the foundation to apply the integrated

skills namely listening, speaking, reading, and writing.

In language learning, vocabulary takes a very important role. How the learners

can understand what they listen, speak, read, and write if they do not understand any

word? A learner should keep learning new vocabulary items every day so as to make his

or her understanding English better. Based on the explanation above, the writer is

interested in conducting a research entitled A Correlation Study between Students

Reading Interest toward their Vocabulary Mastery.

B. Limitation of the Problems

The writer needs to limit this research because there are many factors that

influence students vocabulary mastery. Therefore, the writer choose the factor that

influence vocabulary mastery namely reading interest. Reading interest is the

independent variable (x) and vocabulary mastery is the dependent variable (y). The writer

assumes that reading interest is contributes a lot to vocabulary mastery. Therefore, the

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

one (y).

C. Statement of the Problems

The writer formulates the statement of the problems are as follow:

1. How far is the score of reading interest of the fourth semester of English Department

students of STAIN Salatiga in academic year of 2012/2013?

2. How far is the score of vocabulary mastery of the fourth semester of English

Department students of STAIN Salatiga in academic year of 2012/2013?

3. Is there a correlation between reading interest and vocabulary mastery of the fourth

semester of English Department students of STAIN Salatiga in academic year of

2012/2013?

D. The Objectives of the Study

The general objective of the study is to prove that reading interest contributes a lot

to vocabulary mastery. The objectives are then specified into the following goals:

1. To find out the score of reading interest of the fourth semester of English Department

students of STAIN Salatiga in academic year of 2012/2013.

2. To find out the score of vocabulary mastery of the fourth semester of English

Department students of STAIN Salatiga in academic year of 2012/2013.

3. To find out the correlation of reading interest to vocabulary mastery of the fourth

semester of English Department students of STAIN Salatiga in academic year of

2012/2013.

E. Significance of the Study

The writer hopes that the result of this research can give information about the

level of students reading interest and vocabulary mastery. The writer also hopes that it

beings some benefits for the teachers, students, and school especially the students of

English Department of STAIN Salatiga.

1. For the College Teacher

The positive result of this research can support the English college teacher in their

teaching vocabulary. They will know the significance of reading interest as a students

habit that can improve students vocabulary mastery.

2. For the University Students

The positive result of this research can support the university students to master

English vocabulary. It also will improve the students interest of reading.

3. For the English Department

The result of this research also can support the English Department to develop the

curriculum of English teaching and learning. The English Department can give

recommendation for English college teacher who want to apply the curriculum that make

university students reading English actively.

F. Definition of the Key Terms

1. Correlation

Correlation is the connection between two things in which one thing changes

as the other does (Oxford University Press, 2003: 94).

2. Reading

Reading is useful for other purposes too: any exposure to English (provided

students understand it more or less) is a good thing for language students. At the very

least, some of the language sticks in their minds as part of the process of language

acquisition, and, if the reading text is especially interesting and engaging, acquisition

is likely to be even more successful (Harmer, 1998: 68).

3. Interest

Interest is the feeling of a person whose attention, concern, or curiosity is

particularly engaged by something (Oxford University Press, 2003: 197).

4. Vocabulary

Vocabulary is a powerful carrier of meaning. Beginners often manage to

communicate in English by using the accumulative effect of individual words. A

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

to acquire a working knowledge of a large number of words. The long lists of words

and their translations in our exercise books somehow always seem to defy memory,

and even when we can recall the word we want, it doesnt always seem to fit

comfortably into our own sentences (Scrivener Jim, 1994: 73).

5. Mastery

Mastery is complete control or the commitment to the ongoing evolution of

skill and wisdom in an area of thought or activity through practice, contemplation,

application and exploration (Oxford University Press, 2003: 230).

G. Previous Studies

In this graduating paper, the writer took some previous studies from the other

graduating paper as comparison. The writer used the other graduating paper, and the title

is a Correlative Study between Vocabulary Mastery and the Ability to Translate English

into Indonesian by Titik Nurkhasanah in 2005. She was the student of State Islamic

Studies Institute of Salatiga. In this graduating paper, she analyzed that there was a

significant correlation between Vocabulary Mastery and the Ability to Translate English

into Indonesian.

The second previous studies to this research, the title is a Correlation between

Vocabulary Mastery and Grammatical Competence Towards Translation Skill of a

Correlation between Vocabulary Mastery and Grammatical Competence towards

Translation Skill of second year students of Smu Muhamadiyah 4 Andong Boyolali in the

academic year 2003/2004, by Shofwan in 2004. He was the student of State Islamic

Studies Institute of Salatiga. In this graduating paper, he analyzed that there was a

significant correlation between Vocabulary Mastery and the Grammatical Competence

Towards Translation Skill.

The third previous studies to this research, the title is The Correlation Study

between Students Activeness in Watching English TV Programs and their Vocabulary

Mastery, which has been researched by Sri Widyaningsih in 2004. She was the student

of State Islamic Studies Institute of Salatiga. In this graduating paper, she analyzed that

there was a significant correlation between vocabulary mastery and the students

activeness in watching English TV programs.

My research is different from the previous studies because of the reasons:

1. This graduating paper emphasized on reading interest of the students.

2. The object of this graduating paper is the fourth semester of English Department

students of STAIN Salatiga.

H. Hypothesis

Hypothesis is a predicated answer of research problem with data (Arikunto,

2006:102). Hypothesis is a temporary answer to the problem of research, and the validity

still must to be tested empirically. The steps of the research present in this chapter are a

summary from the theoretical conclusion which gets from previous studies. Hypothesis is

an answer toward research problem which considered most possible and has highest

validity (Suryabrata, 1995:69). The writer tries to determine the hypothesis of this

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

between studentss reading interest toward their vocabulary mastery.

I. Thesis Organization

This thesis is divided into five chapters.

Chapter I contains of introduction. It consists of the background of the study,

limitation of the problems, statement of the problems, the objectives of the study,

significance of the study, definition of the key terms, previous studies, hypothesis, and

thesis organization. Chapter II contains of the Theoretical Framework. The writer

explains what the meaning of reading interest, some theories of vocabulary mastery and

possible relation between reading interest and vocabulary mastery. Chapter III, the writer

describes about research methodology that consist of type of the research, approach,

setting of the research, object of the research, technique of collecting data, and technique

of data analysis. Furthermore, history and general situation of STAIN Salatiga, teaching

staff, official staff and facilities of STAIN Salatiga. In chapter IV, the writer explains the

data analysis that consist of hypothesis, testing validity and reliability of the

questionnaire, students reading interest, students vocabulary mastery, correlation

between students reading interest and students vocabulary mastery, the last is result of

theoretical analysis. In Chapter V, the writer ends the graduating paper by giving

conclusion and suggestion.

CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

1. Definition of Reading

There are many definitions and the goal of reading because of the complexity

of the reading process. It is the suitable reason to discuss the difference of it.

According to Nababan (1993:164) that reading is a complex activity because it

depends on the language skill and the level of intellectual activity of the reader.

According to Fauziati (2005:138) briefly it states that comprehending a text is

an interactive process between the readers background knowledge and the text.

Efficient comprehension, thus, requires the ability to relate the textual material to

ones own knowledge. It can be inferred that reading is an interactive and

interpretative process. The reader process his background knowledge and the printed

text using specific skills and strategies to form expectations or predictions about the

text, selecting and using the most productive cues to confirm or reject those

predictions. This process takes place until the reader is satisfied with the information

he gets from the printed message, and then, reacts to it accordingly (Fauziati, 2005:

139).

2. Purposes for Reading

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

namely:

a. For pleasure or for personal reasons to find general information such as what a

book is mostly about.

b. To find a specific topic in a book or article.

c. To learn subject matter that is required for a class.

Once students have mastered the basic decoding skills, they will begin to read

for a variety of purposes. If they are reading a book or article for fun or if they simply

want to know about a particular subject such as frogs, they may want to read fast. It

isnt necessary for them to read every word or even know the meaning of every word

in the text. According to Risdianto (2012:95), they can do some of this step:

a. Skimming for General Information

Students who want to find general information about a subject such as Frogs

will want to skim through a book or several books to determine how the books are

organized and what they cover. When they skim, they run or flip through the pages of

the book or article quickly to find out whether it might cover the information they

need.

b. Scanning for Specific Information

When a student wants to know how tadpoles (Indonesian:berudu, cebong)

become frogs, he will need to scan a book or article about amphibians or frogs to find

out whether the material covers tadpoles. When he scans, he will look at the title, the

table of contents, the headings, and the index to find out if the material gives

information about tadpoles.

c. Reading to Learn

Another purpose for reading calls for reading carefully and slowly. When a

student studies for a test, he will want to skim the book or chapter first to see what it

covers. Then he will read the headings and subheadings to discover how the book is

organized. He should try to make connections between the material and what he

already knows.

3. Benefit of Reading Skill

In addition, reading has many benefits and function. There are 8 (eight)

reading functions according to St. Y. Slamet (2007) as quoted by P Iwuk (2007:8).

The functions of reading such as:

a. Intellectual Function

Reading has intellectual function if with reading the learner can improve

intellectuality and our brain power. For example: when the learner read research

report, journal, or graduating paper. The material like that can be helping everyone to

brain sharpen.

b. Increase the Creativity

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

new or new things. The new things appear because the learner gets some information

from reading. For example: read the material of text which built the inspiration for

write a poem.

c. Practically Function

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

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

information which has the practically quality is information in our mind about the real

activity or bring into reality. For example: reading about the manner of make a kite,

prescription to make beverage and food, take a picture technique, etc.

d. Recreatively Function

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

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

stories.

e. Informative Function

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

information. The information can organized as anything what the learner need in

daily life. After The learner get some information, maybe the learner dont do

anything. However, the learner still remembers the information in our mind. The

learner can put outside or using some information anytime the learner need.

f. Religious Function

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

near himself with god. For example: when the learner read the material which has the

quality religious, like spiritual magazine or holy book.

g. Social Function

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

When the learner read the others people can get some information from listened what

the learner read. The learner can give some benefit from reading activity with attitude

instruction such as pronounce, deed, and think. The example of reading activity is like

reading news, reading belles letters, and reading announcement.

h. Disappearance of Quiet Function

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

learner have some purpose to fill the time off. The learner wants to read just for

spending the time. For example: reading magazine or a news paper when the learner

waiting friends or doesnt have activity except reading a book.

In teaching and learning process, reading is very important for achieving

success for teachers and students. The students will have more positive activities if

they use part of their time to read English book continually, they can plan how long

they need to read an English book. Then the teachers will have an important part of

their job. Many of them want to be able to read texts in English for achieving their

careers, for study purposes and others.

Reading is a good thing for language students. At very least, some of the

language aspect that in their minds as part of the process of language acquisition and

it will be more successful if reading text is especially interesting and engaging

(Harmer, 2001:68).

Beside that, the students also have their purposes why they read English book

or others. The purpose of the reader is an important aspect of reading. It is also useful

for understanding process of entire reading, and the purpose of reading can be found

(Djiwandono, 2001:76).

According to Nababan (1993:164) that there are two purposes of reading:

a. To know the contents of text efficiently.

b. To get information:

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

add their own knowledge.

Reference and factual information, it is applied by reader who want to know

the real facts in the world.

Effective and emotional information, this is applied by reader who want to

discover the enjoyment in reading.

4. Reading Strategies

There are many strategies of reading. It is applied by many readers. They will

choose different way to read. According to Johan (2004: 1-10) that there are five

macro skills of reading:

a. Deducing the meaning of words from contexts

Deducing the meaning of words from contexts is reading by looking for

the attending words and phrase of words. In order to know the functions of words

and the kinds of the words. So, the meaning of word can be found.

b. Understanding the form and meaning of non-idiomatic phrases.

Meaning of Non-idiomatic phrases is the definite meaning. For example:

Noun phrase, gerund, participial phrases, etc.

c. Understanding sentence meaning through syntactical structures

This skill is the application of the grammatical knowledge especially in

syntax. It is in the word and phrase identification, or the functional sub-clause

such as subject, verb, object, and complement.

d. Recognizing and understanding rhetorical structures

Understanding rhetorical structures are include the understanding of

meaning, function of words, phrase, discourse markers, and a certain structure

that is used by writers to explain their idea. Rhetorical structures can be found in

the level of sentence, paragraph or inter-sentences, and level of the text entirely.

e. Critical reading skills

Understanding the purpose of the writer

For example: the writer wants to give information, guessing the idea,

or influence the reader, etc.

Understanding point of view of the writer

The writer sees the problem from many points of views such as:

economic, politic, education, religion, etc.

Understanding intonation of the writer

The writers have humor or serious intonation for their written.

According to Fauziati (2005:141) that to be to read well, learners have to

detect and select the right clues to form concepts or meaning. There are some

activities which are done by the readers in order to understand texts-based processing

skills.

a. Recognizing word

To find the word means by using context clues. Then, figure out the

unfamiliar word by word analysis that is recognizing the parts of word.

b. Recognizing Phrases

In order to enable the reading learners understand the meaning of the word,

they have to be able to recognize the position of the word in phrases. For that

purpose, they should see and understand the characteristics of the phrase and know

how it is functionally constructed.

c. Recognizing Structures

Students learn about the types of sentences: simple, compound, and complex

sentences. They are also familiar with the classification of sentence into declarative,

interrogative, and imperative sentences.

d. Discourse Analysis

Discourse analysis enables students to get interpretation meanings of ideas

those carried by reading text. The students need to be familiarized with sentences.

5. Reading Interest

Reading interest is a feeling that accompanies or causes special attention to

reading. The students will read actively if they are interest in reading. Because it can

make them consider reading activity as a habitual activity for them. Interest is very

influence for reading activeness. Because of reading for and achievement in reading

are also dependent upon the students motivational reading, and poor reading or

reading failure may be caused by lack of interest. To achieve in reading, the students

must want to learn.

The students generally come to school wanting to learn to read. However,

when the students are disabled readers, they almost certainly do not want to read.

Teachers must know how to get the disabled reader interested in reading and they

must also be concerned with the type and the readability of reading materials that will

encourage extensive and that will raise the students general level of reading interests

and tastes.

According to Ortlieb (2010:2) that is imperative that teachers use non-

traditional texts to engage readers so that students do not become disinterested in the

reading process. Too many times, students develop a dislike toward reading, which

can last a lifetime. Beneath layers of frustration and previous failures, there lies an

urge to read within every student. Often, students love to read other types of printed

text such as magazines and newspapers while they would not even consider reading a

book.

According to Ortlieb (2010:5) interests are positive attitudes of attraction

toward objects or events. They are learned responses which predispose the organism

to certain lines of activity and which facilitate attention. Interest is the set of

attending, the tendency to give selective attention to something. Interests arise

through the interaction of basic needs and the means used to satisfy them. The child

who is interested in reading is usually the child for whom reading satisfies the basic

needs of personal adequacy or self-esteem, esteem of others, curiosity, or success.

B. Vocabulary

1. Definition of Vocabulary

Vocabulary is one of the elements of language learning. Vocabulary is one of

the most obvious components of language and one of the first things applied linguists

turned their attention to (Richard, 2001:4). Vocabulary is one of the most important

parts of language. Without vocabulary, a language will not be formed. Any language

in this world has vocabulary which is different from one and other, either in the way

of pronunciation or writing, thought the purpose of giving the meaning is the same to

express the existence of something either an abstract or concrete thing.

The existence of vocabulary has an important role in any language event.

Accordingly, its necessary to know the meaning or definition of vocabulary.

Vocabulary is a powerful carrier of meaning. Beginners often manage to

communicate in English by using the accumulative effect of individual words. A

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

to acquire a working knowledge of a large number of words. The long lists of words

and their translations in our exercise books somehow always seem to defy memory,

and even when we can recall the word we want, it doesnt always seem to fit

comfortably into our own sentences (Scrivener Jim, 1994: 73).

However, a new vocabulary item may be more than a single word, for

example : public- car, father in law, etc. which are constructed of more than one word

but expressing one single meaning unit. In learning vocabulary, it is important for

students to understand the meaning of the new language. People talk in order to

express the meaning of their thoughts, and they listen in order to discover the

meaning of what other say. Without meaning there would be no real point in

language. Based on the explanation above, the writer concludes that vocabulary is the

total number of words, written or spoken that has certain meanings from a certain

group of people.

2. Mastery on Vocabulary

Every language has vocabulary and the mastery on vocabulary plays a very

significant part in learning new language. We can not master a language well unless

we have a good mastery on vocabulary we are learning. In learning a foreign

language is basically a matter of learning the vocabulary of language. The English

language has a vocabulary of half a million words. The mastery on vocabulary is the

vital aspect in learning language. As Burton and Humpries (1992:65) said that, your

vocabulary is the range of words that you can use. The larger it is, the better will be

your performance in all aspects of English language work. A large vocabulary helps

you to express your ideas precisely, vividly, and without repeating yourself in

composition. Therefore, vocabulary has an important role because it is the basic

instrument of language.

3. Classes of Vocabulary

According to Victoria Fromkin (1999:64), there are two classes of words,

namely:

a. Lexical content words

In English, nouns, verbs, adjectives, and adverbs make up the largest part

of the vocabulary. They are the content words of language, which are sometimes

called the open class of lexical items because we can and regularly do add new

words to them. Modem, for example, was added to the classes or nouns as a result

of developments in personal computing.

b. Function words

Conjunction such as and and or, preposition such as in or of, the articles

the and a/an, part of the class of determiners, and pronouns have been referred to

as closed class words that is called grammatical or function words. It is not easy

to think of new conjunction or preposition or pronouns that have recently entered

the language.

According to Brown (1995:372) that have been analyzing to more than

100 ESL students, that resulted in a very clear model where the strategies fall into

five essential steps :

Encountering new words

The first essential step for vocabulary learning is encountering new

words, that is having a source for words. The students strategies here

included learning new words by reading books, listening to TV and radio

or reading newspapers and magazines. As far as incidental learning of

vocabulary goes, this step is obviously the most vital.

Getting the word from

The second essential step to vocabulary learning is getting the

word form. This step was shown in comments such as associating new

words with words that have similar sound in native language, in example :

o Demonstration (English) Demonstrasi (Indonesian)

o Production (English) Produksi (Indonesian)

o Performance (English) Performa (Indonesian)

Getting the word meaning

The third essential step in vocabulary learning is getting the word

meaning. In this step learners often get close to the meaning of the English

word based on the context. In example, upon, as used in the test sentence

does relate to time, but it does not mean since, after, once or by. Usually

learners guessing the words meaning from the situation, discourse, and

context.

Consolidating word form and meaning in memory

The fourth necessary step revealed by Brown and Paynes analysis

is the consolidation of form and meaning in memory. This step may be

become the hardest step for the learners, but this difficulty can solve with,

using flashcards, covering one side of the aired lists (words and their

meanings) and trying to guess the other, drawing lines between words in

one list and their meaning in another list with a different order. Although

this method may not be as curtaining as others, there are sufficient persons

who have learned languages in this way.

Using the word

The final step in vocabulary learning is using the word. Some

would argue that this step is not necessary if all that is desired is a

receptive knowledge of the word. However, if the goal is to help learners

move as far along the continuum of word knowledge as they can, word use

is essential.

Based on explanation above, the writer concludes that learning

vocabulary of a language needs more practices and patients. The learner

can not learn it from one source only. They should try many ways that can

help them in enlarge their vocabulary and the last, learner can not master

many vocabularies of a language in a short time.

4. Aspect of Learning Vocabulary

In learning vocabulary to get the appropriate meaning of the words of

sentences, the thing that must be considered is sense relation. It is important to

distinguish the meaning of individual item of what they mean in the real word, their

meaning in relation to other words within the vocabulary system of the language

Mccharty (1990:14). Beside that there are many important aspects in learning

vocabulary. They are :

a. Synonym

Synonym means that two or more words have the same meaning Mccharty

(1990:16). Many words in English appear very close in the meaning to each other.

For example :

Short = small

Good = better

Finish = end

Toilet = lavatory

b. Antonym

Antonym means that the word that is opposite in meaning to the other

Mcharty (1990:17). For example :

Large >< small

Close >< open

Difficult >< easy

Little >< big

c. Homonym

Homonym is word spelt and pronounced like another word but with a

different meaning, for example :

Beach - bitch

Head - hat

See - sea

Peace - piece

Our - hour

d. Idioms

Idiom is group of words with a meaning that is different from the meaning

of all the individual words. For example :

At last (finally)

Called up (telephone)

Get on (entire)

Talk over (discussion)

e. Quantifiers

Victoria Neufeldt (1991:1099) defines quantifiers is logic word, term,

prefix, symbol, etc. that quantifies. Examples:

Someone anyone everyone no one none

Somebody anybody everybody no body

Something anything nothing

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

vocabulary can be classified into some parts covering all words in language. After

knowing some points of vocabulary, it is clear that the students should have a

great skill on vocabulary. Not only mastery in a rich vocabulary but also

recognize and understand about the words and words meaning adequately.

5. Influence of Reading Interest to Vocabulary Mastery

Reading has been the skill most emphasized in traditional Foreign Language

(FL) teaching, and even today is the mainstay of English as Foreign Language (EFL)

instruction in many countries (Risdianto, 2012:35). Reading interest has a significant

correlation with the advance of country. Especially for English language study,

reading interest is very useful for students. By reading as a habitual activity, they will

use their time to do positive activity. It is believed that they will get information little

by little.

Reading texts also provides opportunities to study language, vocabulary,

grammar, punctuation, and the way that construct sentence, paragraphs, and texts.

Finally, good reading texts can introduce interesting topics, stimulate discussion, and

excite imaginative responses (Harmer, 2001:68).

Therefore, the writer can assume that reading interest can influence the other

aspects of language study especially vocabulary mastery. Thus, in this research the

students can improve their vocabulary mastery by reading English text or other.

CHAPTER III

RESEARCH METHODOLOGY

A. Research Methodology

1. Type of the Research

This is a correlation research. A correlation research is a detection of the

correlation between one variable and others based on the available correlation

coefficient (Suryabrata, 2009:82).

2. Approach

In this research the writer applies a quantitative approach. Quantitative is a

process of getting knowledge by using a number of data as instruments to explain the

subject (Margono, 2005:105).

3. Setting of the Research

The research conducted at English Department of STAIN Salatiga, located on

Jl. Tentara Pelajar No. 2. It is one of principle Islamic University in Salatiga and it

has one of good Islamic English education in the right environment to improve the

English subject. The students who want to study there should have good achievement

in their Senior high school.

4. Object of the Research

a. Population

According to Suharsimi Arikunto (2010:173) Population is all research

objects. The research is a population research. When there are someone wants to

make research all elements in the research area, the study or research is also being the

population study or census study.

The population took as source of this research was all the fourth semester

students of the English Department of STAIN Salatiga on academic year 2012/2013.

The total numbers of this population were 134 students. The detail data of population

as follows:

Table 3.1

The number of the fourth semester students of English Department of STAIN Salatiga

on the academic year 2012/2013

No. Class Male Female Total

1 TBI A 8 20 28

2 TBI B 10 17 27

3 TBI C 9 15 24

4 TBI D 8 22 30

5 TBI E 10 15 25

Total 45 89 134

Resource: Academic Stain Salatiga

b. Sample

Sample is a part of the population which is investigated (Arikunto, 2006:

131). The writer used the method of population research, if the research subject

less than 100 is better to take all of it. Thus, it is regarded as a population

research. If the research subject more than 100, the researcher can takes 10-15%

or 20-25% from the population (Arikunto, 2006:134). Because of the population

of this research are more than 100, so the writer takes 20% of the population to

represent total of 27 students. The random sampling chosen because the writer

took sampling with mixing the subject of population research and all subjects

were having the same characteristic. Thereby, the researcher gave equal right to

choose the subjects of study as the sample.

5. Technique of Collecting Data

This research used a question and a test as instrument. In this case, the writer

gave the reading interest question and vocabulary test to get the data or information

about the students interest in reading and their vocabulary mastery. The techniques

for collecting the data the writer has used two techniques, they are:

a. Questionnaire

Questionnaire is commonly used as a research method chosen to collect

the data. According Arikunto questionnaire is the number of written questions that

used to acquire information from respondents (Arikunto, 2006: 151).

Questionnaire in this research was question or statement about students reading

interest that given to the students to find out information about how far their

reading interest. The writer chose columns of scale as an indication for strongly

agree, agree, disagree, and strongly disagree. The questionnaire consists of 20

items of statements.

This is the dependent variable. The students interest in reading English

indicated by the following 7 indicator :

Table 3.2

Indicator of Questionnaire

NO Indikator 1 : Many experiences in reading

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

2 Saya selalu membaca materi kuliah sebelum perkuliahan.

Indikator 2 : Habitually in reading

3 Saya selalu mempersiapkan materi kuliah bahasa inggris secara mandiri atau berkelompok.

4 Saya selalu meluangkan waktu saya dengan membaca teks berbahasa inggris seperti buku,

novel, dan Koran.

5 Saya selalu memanfaatkan lirik lagu, movie/film untuk menambah vocab/kosa-kata saya.

Indikator 3 : Reading Hobbies

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

7 Saya sering membeli buku, novel, dan Koran berbahasa inggris di toko buku.

8 Hobi membaca buku-buku berbahasa inggris sangat menyenangkan dan tidak ketinggalan

zaman.

Indikator 4 : To know something / to get information

9 Saya selalu mencatat dan mengingat kata-kata bahasa inggris yang sulit kemudian untuk

dicari artinya.

10 Ketika ada teks berbahasa inggris yang sulit dipahami, saya selalu mendiskusikannya dengan

teman dan dosen.

11 Saya sering mencari dan membaca buku-buku berbahasa inggris di perpustakaan dan online

resources di internet untuk membuat tugas yang diberikan dosen.

Indikator 5 : Pursuit achievement

12 Saya membaca banyak resources books seperti teks narrative, descriptive, genre dll, untuk

membuat teks yang baik.

13 Saya selalu menyisihkan uang saku untuk membeli buku mata kuliah bahasa inggris,

makalah atau presentasi.

14 Saya selalu mempersiapkan, membaca dan mengerjakan tugas presentasi bahasa inggris.

Indikator 6 : Satisfaction in reading

15 Saya berlangganan novel, majalah dan Koran berbahasa inggris untuk menambah kosa-kata

baru.

16 Kegiatan membaca teks narrative, descriptive, genre dll membuat motivasi belajar saya terus

meningkat.

17 Kegemaran mendengarkan lirik lagu dan film berbahasa inggris menambah kosa-kata saya.

Indikator 7 : Support and motivation

18 Orang tua saya selalu menyuruh untuk selalu rajin membaca teks berbahasa inggris setiap

hari.

19 Tugas dari dosen memotivasi saya untuk membaca pembuatan teks/genre melalui tugas

presentasi.

20 Fasilitas hotspot area mendukung saya dalam proses membaca yang lebih baik.

b. Test

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

purpose to get the answer which is used to decide a score number (Margono,

2004:170). Testing provides a form of feedback, both learners and teachers.

Moreover, testing has a useful backwash effect: if learners know they are going to

be tested on their vocabulary learning, they are may take vocabulary learning

more seriously (Thornbury, 2002:129). This method was to know the score of

students vocabulary mastery. The writer used single test double trial technique,

with this technique the writer only used one test but doing as many twice try out.

The test that given to the students divided into ten variables, that was

objective test to know the level of students reading interest and vocabulary

mastery test in the form developing a topic of subjects. This method was to know

the score of students vocabulary mastery.

Based on the vocabulary test there were 10 variables that tested, there

were 20 numbers depend on the each variables :

Content words on the test number 2 and 9

Function words on the test number 1, 11 and 12

Encountering new words on the test number 13

Getting the word form on the test number 16 and 18

Getting the word meaning on the test number 14 and 15

Consolidating word form and meaning in memory on the test

number 3

Using the word on the test number 8 and 10

Synonym on the test number 19 and 20

Antonym on the test number 17

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

6. Technique of Data Analysis

To calculate the data obtained, the writer used the data as follows:

1. To calculate the score of reading interest, the writer applied the following

formula:

P : Percentage

X : The sum of reading interest score

N : Number of the samples

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

formula:

P : Percentage

X : The sum of reading interest score

N : Number of the samples

P = X x 100%

N x 100

P = Y x 100%

N x 100

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

the writer applied correlation formula:

r : Product moment correlation coefficient of variable X and Y

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

the questioners scores

X : The sum of the reading interest scores

Y : The sum of vocabulary mastery scores

(X) : The sum of reading interest square

(Y) : The sum of vocabulary mastery square

N : The total number of samples

B. History and General Situation of STAIN Salatiga

Since established until now, STAIN Salatiga has passed the long history, and

many time institutional changes. In the beginning STAIN Salatiga established because of

the desire of islamic society in Salatiga to have islamic studies institute. Finally the hope

of islamic society in Salatiga had been answered. In 1997, STAIN Salatiga established,

with notarical document of Indonesian President Number 11/ 1997, exactly on March 21.

With this decision, STAIN Salatiga become an independent institution under supervisor

of Indonesian Religion Department. Therefore STAIN Salatiga has same position and

function with other institution or university. The location of STAIN Salatiga is on

Tentara Pelajar street number 2 Salatiga.

r = NXY (X)(Y)

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

C. Teaching Staff

In teaching learning process, teachers have important roles. Their existence is

always needed in every school or education institution. They gave material of subjects.

There were data of STAIN Salatiga about the teachers or lecturers :

Table 3.3

The number of Lecturers Staff of STAIN Salatiga on the academic year 2012/2013

No. Education degree Male Female Total

1 S 3 15 0 15

2 S 2 63 26 89

3 S 1 3 5 8

Total 82 30 112

Resource: Academic Stain Salatiga

D. Official Staff

To manage the educational activities, every institution needs official staff. It is

expected that every activity can be performed effectively and efficiently, so that the goal

of teaching can be achieved. The official staffs are hoped that the duties which are given

to them can be done well, so the official can help the educational activities. There are the

data about the official staff of STAIN Salatiga:

Table 3.4

The number of Official Staff of STAIN Salatiga on the academic year 2012/2013

No. Education Degree Male Female Total

1 S 2 4 2 6

2 S 1 23 16 39

3 SMA 6 2 8

Total 33 20 53

Resource: Academic Stain Salatiga

E. Facilities of STAIN Salatiga

To develop the quality of education, teaching learning process equipment and

facilities have the main role in the educational process. The institution must try to fulfill

them. Therefore, the teaching learning process can be successful. Especially in English

department, they have language laboratory to conduct teaching learning process. The

students do not always go to the laboratory, they can go to the classroom for studying

English. There are students chairs, a table, and a chair for lecturer, a white board and

electric lamp.

Other facilities are the library and internet. The library is one of major supporting

facility to fulfill scientific information needed by the students. Meanwhile, the library

could become an assessment of quality in the institution.

CHAPTER IV

DATA ANALYSIS

In this study the writer analyzed data collected from twenty seven students of the

fourth semester of English Department students of STAIN Salatiga in academic year of

2012/2013. Analyzing the data included calculating and interpretation of the research

finding. Interpretation of research finding needed a research finding. Interpreting of the

research needs a research hypothesis. Therefore, the writer tried to review the hypothesis

first.

A. Hypothesis

Hypothesis is the temporary answer in a research until the end of a research

(Arikunto, 2010: 110). In this research, the writer found out the correlation of students

reading interest toward their vocabulary mastery. There were two variables that analyzed

in this graduating paper, namely:

1. Independent variable ( X ) is students reading interest.

2. Dependent variable ( Y ) is students vocabulary mastery.

Based on the description above, the researcher has two hypothesis as follow:

1. Ho ( statistical / null hypothesis): there is no correlation between students reading

interest toward their vocabulary mastery.

2. Ha ( calculative hypothesis): there is correlation between students reading interest

toward their vocabulary mastery.

B. Testing Validity and Reliability of the Questionnaire of Pilot Study

1. Validity

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

instrument. A validity instrument has high validity value. On the contrary, if validity

instrument minus it shows that low validity (Arikunto, 2006: 168). In this step, the writer

gave the questionnaire to 27 respondents (they are not the samples of the study) to

analyze the validities using validity external with deviation price to find out the

significance of the variable, with r table (n= 27, {1% = 0.505 } {5% = 0,396 }. The

example to established testing validity (the questionnaire calculation for number 1, for

number 2 20 calculation using the Microsoft excel program. The other result can be

seen on the questionnaire validity table).

Where : n = 27

rcalculation = 0,6513

rtabel= 0,396 (5%)

0,505 (1%)

Thus, because of r-calculation r-table, so the questionnaire number 1

Valid.

2. Reliability

Table 4.1

Reliability Calculation

No.

Ganjil

(X)

Genap

(Y) X2 Y2 XY

1 42 41 1764 1681 1722

2 22 18 484 324 396

3 38 31 1444 961 1178

4 33 30 1089 900 990

5 33 33 1089 1089 1089

6 28 28 784 784 784

7 32 31 1024 961 992

8 34 30 1156 900 1020

9 34 37 1156 1369 1258

10 28 32 784 1024 896

11 26 30 676 900 780

12 46 43 2116 1849 1978

13 23 24 529 576 552

14 28 27 784 729 756

15 41 36 1681 1296 1476

16 29 27 841 729 783

17 36 34 1296 1156 1224

18 20 18 400 324 360

19 33 36 1089 1296 1188

20 21 22 441 484 462

21 36 33 1296 1089 1188

22 35 30 1225 900 1050

23 34 37 1156 1369 1258

24 32 32 1024 1024 1024

25 37 32 1369 1024 1184

26 36 34 1296 1156 1224

27 28 27 784 729 756

SUM 801 772 26697 24738 25588

where: n = 27

r = 27 x 25588 (2086) (2260)

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

The next calculation value r11 with Spearman-Brown formula :

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

From the result above, the writer saw that the questionnaire has score reliability 0,939.

Thus, because of r-calculation r-table, so the questionnaire that is used by writer can be

believed. On the strength of validity and reliability on the table 4.1 and 4.2 can be concluded that

the instruments can be accepted.

C. Students Reading Interest

The purpose of this graduating paper was to discuss the correlation between students

reading interest and students vocabulary mastery. The students should be read English text

or book in order to improve their vocabulary mastery. Reading interest in this research is the

level of reading interest habit. Those habits is reading English story book, magazine, text

narrative, descriptive, genre, etc. That be done by the fourth semester of English Department

students of STAIN Salatiga in academic year of 2012/2013.

The writer was able to give information about students reading interest score of the

fourth semester of English Department students of STAIN Salatiga in academic year of

2012/2013. To know the percentage of students reading interest score, the writer showed the

questionnaire calculation (Table 4.2).

Table 4.2

The Questionnaire Calculation

NO

ANSWER SCORE

TOTAL

TOTAL X (10/8) 1 2 3 4 5 1 2 3 4 5

1. 0 0 5 7 8 0 0 15 21 40 76 95

2. 4 12 4 0 0 4 24 12 0 0 40 50

3. 0 3 8 6 3 0 6 24 24 15 69 86.25

4. 0 2 13 5 0 0 4 39 20 0 63 78.75

5. 0 3 9 7 1 0 6 27 28 5 66 82.5

6. 0 8 8 4 0 0 16 24 16 0 56 70

7. 0 4 10 5 1 0 8 30 20 5 63 78.75

8. 0 0 16 4 0 0 0 48 16 0 64 80

9. 0 2 5 13 0 0 4 15 52 0 71 88.75

10. 3 2 7 8 0 3 4 21 32 0 60 75

11. 4 3 7 5 1 4 6 21 20 5 56 70

12. 1 6 9 2 2 1 12 27 8 10 58 72.5

13. 0 1 9 10 0 0 2 27 40 0 69 86.25

14. 5 4 10 1 0 5 8 30 4 0 47 58.75

15. 1 4 14 1 0 1 8 42 4 0 55 68.75

16. 0 2 5 7 6 0 4 15 28 30 77 96.25

17. 0 7 10 3 0 0 14 30 12 0 56 70

18. 0 1 8 11 0 0 2 24 44 0 70 87.5

19. 6 10 4 0 0 6 20 12 0 0 38 47.5

20. 0 3 5 12 0 0 6 15 48 0 69 86.25

21. 8 7 2 0 3 8 14 6 0 15 43 53.75

22. 0 3 8 6 3 0 6 24 24 15 69 86.25

23. 3 5 3 2 7 3 10 9 8 35 65 81.25

24. 0 2 10 3 5 0 4 30 12 25 71 88.75

25. 2 1 8 7 2 2 2 24 28 10 66 82.5

26. 2 2 6 10 0 2 4 18 40 0 64 80

27. 0 3 8 6 3 0 6 24 24 15 69 86.25

SUM OF SUBJECT SCORE 2087.5

P = X x 100%

N x 100

Where is :

X : 2087.5

N : 27

P = X x 100%

N x 100

P = 2087.5 x 100%

27 x 100

P = 2087.5

27

P = 77.31%

From the questionnaire result, it can be known that among 27 students have

different levels of reading interest score. The highest score is 96.25 and the lowest score

is 47.5 from total score 100. Thus, the entire percentage of reading interest score of the

fourth semester of English Department students of STAIN Salatiga in academic year of

2012/2013 is 77.31%. It means that the students reading interest is good. The result of

the analysis is first, the students often read English texts such as English story book,

magazine, text narrative, descriptive, genre, etc. The result of the analysis is first, the

students often read English texts such as English story book, magazine, text narrative,

descriptive, genre, etc. They also like watching English movie. Beside that, most of them

used their time to read English text when have assignment from their teacher and to got a

good mark.

D. Students Vocabulary Mastery

The writer was able to give information about the students vocabulary mastery in

the fourth semester of English Department students of STAIN Salatiga in academic year

of 2012/2013 based on the result of vocabulary test.

Table 4.3

Students Vocabulary Test

NO NAME CODE SCORE (Y)

1 LA 90

2 FM 80

3 IS 95

4 FWN 85

5 RI 95

6 AF 90

7 MI 75

8 SS 85

9 LG 90

10 SR 85

11 FF 85

12 RAF 90

13 AR 70

14 DR 70

15 FQA 70

16 PRF 90

17 DSAP 75

18 MH 95

19 IL 60

20 HA 90

21 AK 90

22 RH 100

23 IN 75

24 IR 100

25 SA 75

26 MS 80

27 NA 75

SUM 2260

P = Y x 100%

N x 100

Where is :

Y : 2260

N : 27

P = Y x 100%

N x 100

P = 2260 x 100%

27 x 100

P = 2260

27

P = 83.70%

The score of students vocabulary mastery of the fourth semester of English

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

test that highest score is 100 and the lowest score is 60 from total score 100. Therefore

the entire percentage of vocabulary test score of the fourth semester of English

Department students of STAIN Salatiga in academic year of 2012/2013 is 83.70%. It

meant that between the questionnaires result 77.31% and vocabulary tests result were

came near. The next point, the writer explained the correlation between questionnaires

result and vocabulary tests result in order to know the detail result of the research.

E. Correlation between Students Reading Interest and Students Vocabulary Mastery

In order to find out a good arrangement, the writer applied a statistic formula to

observe correlation between students reading interest and students vocabulary mastery.

The analyzed of the correlation for both variables as follow:

The correlation formula is as follow:

TABLE 4.4

r = nXY (X)(Y)

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

CORRELATION BETWEEN READING INTEREST AND VOCABULARY

MASTERY OF STUDENTS

NO NAME X Y X Y XY

1 LA 95 90 9025 8100 8550

2 FM 50 80 2500 6400 4000

3 IS 86 95 7396 9025 8170

4 FWN 79 85 6241 7225 6715

5 RI 82 95 6724 9025 7790

6 AF 70 90 4900 8100 6300

7 MI 79 75 6241 5625 5925

8 SS 80 85 6400 7225 6800

9 LG 89 90 7921 8100 8010

10 SR 75 85 5625 7225 6375

11 FF 70 85 4900 7225 5950

12 RAF 72 90 5184 8100 6480

13 AR 87 70 7569 4900 6090

14 DR 59 70 3481 4900 4130

15 FQA 69 70 4761 4900 4830

16 PRF 96 90 9216 8100 8640

17 DSAP 70 75 4900 5625 5250

18 MH 87 95 7569 9025 8265

19 IL 47 60 2209 3600 2820

20 HA 86 90 7396 8100 7740

21 AK 54 90 2916 8100 4860

22 RH 86 100 7396 10000 8600

23 IN 81 75 6561 5625 6075

24 IR 89 100 7921 10000 8900

25 SA 82 75 6724 5625 6150

26 MS 80 80 6400 6400 6400

27 NA 86 75 7396 5625 6450

SUM 2086 2260 165472 191900 176265

r = nXY (X)(Y)

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

Where : XY : 176265

X : 2086

Y : 2260

N : 27

X : 165472

Y : 191900

r = nXY (X)(Y)

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

r = (27 x 176265) (2086) (2260)

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

= 4759155 - 4714360

116348 x 73700

= 44795

8574847600

= 44795

92600,473000951

= 0.483

The analysis showed that the r-calculation is 0.483. It meant that there was a positive

correlation between reading interest and vocabulary mastery. Because the correlation

between reading interest and vocabulary mastery are significance. To know the significance

of variable X to variable Y, the r-calculation should be compared with r-table with the

number of sample (27) students and the level of significance 5%(0.05), which is 0.381. It

proven that arithmetic calculation is almost same with r-table because of r-calculation is

0.483 while r-table is 0.381.

F. Result of Theoretical Analysis

A students reading interest was based on the level of students reading interest.

Those interests were reading English story book, magazine, text narrative, descriptive,

genre, etc.

The result of reading interest scores is 77.31%. It was a good score. They did

some efforts to read such as reading English story book, magazine, text narrative,

descriptive, genre, etc. Furthermore, they prefer to watch English movie. Moreover, to

get a good score, they read English texts.

The result of reading vocabulary scores is 83.70%. It was an excellent score. They

did some efforts to study such as understand the material of encountering new words,

getting the word form, getting the word meaning, consolidating word form and meaning

in memory and using the word or the vocabulary material which their lecturer teaches

because they understand lecturers explanation about vocabulary study.

The result of correlation between students reading interest and students

vocabulary mastery scores is 83.70%. There was a positive correlation between reading

interest and vocabulary mastery of the fourth semester of English Department students of

STAIN Salatiga in academic year of 2012/2013. The level of significance 5% (0.05),

which is 0.381. It proven that r-calculation is almost same with r-table because of r-

calculation is 0.483 while r-table is 0.381. It meant that there is a significant correlation

between reading interest and vocabulary mastery.

CHAPTER V

CLOSURE

This research involved two variables namely students reading interest and students

vocabulary mastery. There were three points describing students reading interest, students

vocabulary mastery and to predicted the correlation between students reading interest and

vocabulary mastery of the Fourth Semester of English Department Students of Salatiga in

Academic Year of 2012/2013.

A. Conclusion

Based on the previous theoretical review and data analysis, the writer drew the

conclusion of this graduating paper were as follow:

1. The score of reading interest of the respondents showed a good result because they

achieved 77.31%.

2. The score of vocabulary mastery of the respondents showed an excellent result

because they achieved 83.70%.

3. There was a positive correlation between reading interest and vocabulary mastery.

Because the correlation between reading interest and vocabulary mastery are

significance. It can be described the level of significance 5% (0.05), which is 0.381. It

proven that r-calculation is almost same with r-table because r-calculation is 0.483

while r-table is 0.381.

B. Suggestion

Considering the conclusion above and the analysis result, the writer would like to

propose some suggestions, which hopefully would be useful for teachers, students, and

researcher.

1. For the Teacher

Teacher should have the abilities to motivate the students habit and reading

by using other sources, not only the text books. Using the new method can be a good

alternative or variation in their teaching reading are as follows :

a. To teacher, it is better for them to find other sources of reading material in order

to avoid the students boredom.

b. The teacher should be careful in selecting extensive reading materials for their

students since proper selection will lead them to gain better comprehension.

2. The Students

The students have to develop their reading comprehension skill by doing

much practice. Reading English books can be a suggestion and a help to improve

their reading skills and motivate them to read in an enjoyable situation are as follows:

a. The students should read more English books.

b. The students can choose what kind of reading they like, such as short stories,

novels, magazine, text narrative, descriptive, genre and other resources to improve

their skills.

c. The students should read English book, such as short stories, novels, magazine,

text narrative, descriptive, genre because their vocabulary especially the English

expression could be enriched.

3. The other Researcher

The result of this research may be reference to the following research. The

other researcher can observe the same title of this research with different objectives or

methodology.

BIBLIOGRAPHIES

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:

Rineka Cipta.

Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:

Rineka Cipta.

Burton, S.H. and J.A. Humpries. 1992. English Language. London: Mac Millan Press

Ltd.

Brown, Dougles. H. 1995. Principles of Language Learning and Teaching. New Jerssy

Prentice Hall Inc.

Djiwandono, Istiarto. 2002. Starategi Membaca Bahasa Inggris. Jakarta:

Pustaka Utama.

Djiwandono, Istiarto. 2001. Starategi Membaca Bahasa Inggris. Jakarta:

Pustaka Utama.

Fauziati, Endang. 2005. Teaching of English as a Foreign Language. Surakarta:

Muhammadiyah University Press.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England:

Longman.

Harmer, Jeremy. 1998. How to Teach English. England: Longman.

Johan, Ghani. 2004. Reading and Translation. Yogyakarta: Pustaka Pelajar.

Margono. 2005. Metode Penelitian Pendidikan. Jakarta : Rineka Cipta.

Mccharty, Michael. 1990. Language Teaching a Scheme for Teacher Education, New

York, Oxford University Press.

Margono. 2004. Metode Penelitian Pendidikan. Jakarta : Rineka Cipta.

Nababan, Sri Utari Subyakto. 1993. Metodologi Pengajaran Bahasa. Jakarta:

Gramedia Pustaka Utama.

Oxford University Press. 2003. Oxford Learners Pocket Dictionary. New York:

Oxford University Press.

P, Iwuk. 2007. A Guide for Reading Comprehension. Yogyakarta: PT Citra Aji Parama.

Risdianto, Faizal. 2012. Effective & Efficient Reading. Solo: Rustam Publishing.

Retrivied 10/07/2013. Beyond Just Books: Sparking Childrens Interest in Reading. Evan T. Ortlieb

Suryabrata, Sumadi. 2009. Metodologi Penelitian. Jakarta : Raja Grafindo Persada.

Suryabrata, Sumadi. 1995. Metodologi Penelitian. Jakarta : Raja Grafindo Persada. \

Scrivener Jim, 1994: 73).

Thornbury, Scott. 2002. How to teach Vocabulary. Emgland: Longman.

Richard, C. Jack. 2001. Curriculum Development in Language Teaching, New York, Cambridge

University Press.

Fromkin, Victoria. 1999. An Introduction to Language. Australia: Harcourt.

Neufeldt, Victoria. 1991. Websters New World Dictionary. In (Ed), David Bernard Guralnik. New York: Prentice Hall.

Resource: Academic Stain Salatiga