THE CORRELATION BETWEEN STUDENTS COMPETENCE IN VOCABULARY MASTERY AND READING COMPREHENSION TO THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL AISYIYAH 1 OF PALEMBANG

1. Background

English has become one of the international language that is used throughout the world. In this common trend, English in Indonesia has become one of the important and compulsory subjects at schools, from primary school up to university. There are four basic language skills that must be mastered by students in English language learning namely listening, speaking, reading and writing. The mastery of basic English language skills require mastery of the English vocabulary. The students in learning process are often difficult to master basic English language skills due to limited knowledge of vocabulary in English.Vocabulary is one of the important skills in a language. According to Kamil and Hiebert (2005:2), vocabulary is the knowledge of meaning of words. Vocabulary mastery will support the understanding of language skills. It becomes a limited factor for students and one of the problems confronted by English language learners. A Limited English vocabulary mastery by students causes limited in practice English skills, the students cannot communicate clearly and do not understand the conversation and writing in English. According to Becker in Hackman (2008:5), identifying poor vocabulary knowledge is as the primary causes of academic failure. This means that children with low vocabularies need to be targeted early, since catching up is very difficult. So to achieve the success in the learning process in English language skills, students should master the English vocabulary. The acquisition of a large number of vocabularies can help the students read, speak, listen, and write better. According to Biemiller in Hackman (2008:5), vocabulary is a strong indicator of reading succes. In addtion, Chal et all in Hackman (2008:5) state that the students show declining reading comprehension as their narrow vocabulary limited what they can understand from texts. The more vocabulary students have, the bigger possibility to have a skill to use the language. So the quality of language skill depends on the quantity and quality of students vocabulary.One of English language skills is reading. According to Daiek and Anter (2004:5), reading is an active process that depends on both the authors ability to convey meaning using words and the readers ability to create meaning from them. In a foreign language class, reading is one of the main sources of the input for the students. The ability to read allows them to continue developing other skills that they have acquired in the classroom. By reading, the students can develop and enlarge their knowledge. Learning reading skill is not simple thing to do, especially in foreign language. There are many possible reason why students think that reading in English is difficult. In order to understand the reading text, the readers have to able to recognize words rapidly, know the meaning almost all of the words, and connect the meaning sequentially into a coherent message. When the writer observed the learning process by the tenth grade students of Senior High School Aisyiyah 1 of Palembang, the writer found that most of the students' are lack of reading comprehension because they do not know what they have read. So the purpose of reading cannot be achieved. Moreover, the problem most of students who experience reading difficulties is the problem to acquire fluent word identification skill. Those troubles can inhibit their comprehension in reading the text. According to Anggis thesis (2010), there are significant correlation between students vocabulary mastery and their reading comprehension achievment to the eighth grade students of SMPN 16 Palembang.The main purpose of reading skill by students is to understand what they read. Learning reading is not easy because many students still have problems to have a good comprehension what has been read and the main points of the text. To achieve those purpose, students need a lot of words of English to master.Based on the description of vocabulary and reading above, it shows that they have close correlation. The reason for choosing this topic is to know the significant correlation between students competence in vocabulary mastery and reading achievement. It is therefore this study is entitled the Correlation Between Students Competence in Vocabulary Mastery and Reading Comprehension to the Tenth Grade Students of Senior High School Aisyiyah 1 of Palembang .

2. ProblemThe problem of this research is about students lack in reading comprehension due to limited knowledge of English vocabulary. There are many possible reasons students lack in reading comprehension. The writer interests in the correlation between students competence in vocabulary mastery and reading comprehension. The problem of this study deals with the terms of (1) limitation of the problem and (2) formulation of the problem.2.1 Limitation of the ProblemsIn this study will focus on vocabulary and reading skills. The vocabulary is about synonyms, antonyms and meaning of the words in descriptive texts. There are about 30 keywords need to be learned by students in descriptive texts. In addtion, in reading comprehension there are reading subskills need to be learned by the students from the passage as well as namely: (1) identifying the main ideas, (2) scanning for specific informations and (3) giving the meaning of the words.

2.2 Formulation of the ProblemThe main problem of this study is formulated in the following question: is there a significant correlation between students competence in vocabulary mastery and reading comprehension to the tenth grade students of Senior High School Aisyiyah 1 of Palembang ? .

3. Objective of the StudyBased on the problem above, the objective of this research is to find out whether or not there is a significant correlation students competence in vocabulary mastery and reading comprehension to the tenth grade of Senior High School Aisyiyah 1 of Palembang.

4. Significance of the StudyThe significances of this study are as follow:1) To the Teachers of Englisha. It is expected that the result of the study can contribute a lot of for the teachers of English especially for increase vocabulary mastery to improve reading comprehension.b. The result of this study can give valid information to the English teachers at the school concerning the significant correlation between students competence in vocabulary mastery and reading comprehension to the students.2) To the StudentsThe students especially for the tenth grade students of Senior High School Aisyiyah 1 of Palembang will enhance learning about vocabulary by adding new vocabulary to develop the English language skills, especially reading comprehension.3) For the Writer HerselfThe writer can surely enlarge her knowledge and get experience in doing the researh.4) For the Other ResearchsThis study can be one of the sources of information for futher study.

5. Literatur ReviewThis part of study presents the following points: (1) the concept of vocabulary, (2) the importance of vocabulary, (3) the concept of vocabulary mastery, (4) the concept of reading, (5) the aims of reading, (6) the concept of reading comprehension, (6) the concept of correlation, (7) the correlation between vocabulary and reading, (8) related previous study, (9) hypothesis and (10) the criteria for testing the hypothesis.

5.1 The Concept of VocabularyAccording to Jackson and Amvela (2004:1), vocabulary or lexicon (from Greek lexis, word, lexsikos of/for words) is the stock of words in a given language.According to Kamil and Hiebert (2005:2), vocabulary is the knowledge of meaning of words. The words come in at least two forms:1) Oral vocabulary is the set of words for which we know the meaning when we speak or read orally.2) Print vocabulary consists of those words for which the meaning is known when we write or read silently.In addition, knowledge of words also come in at least two forms. The first, productive vocabulary is the set of words that an individual can use when writing and speaking. And the second, receptive or recognition vocabulary is the set of words for which individual can assign meanings when listening or reading (Hiebert and Kamil, 2005:3).Vocabulary can be defined as the words of a language. It is central to foreign language learning and usefull for communication and acquiring knowledge. Vocabulary is one of important aspect in language skill.5.2 The Importance of Vocabulary Vocabulary is obviously a very important element within a language. Vocabulary knowledge is important because it encompasses all the words to acquire knowledge, express ideas, communicate effectively and also learn about new concepts. According to Petty, Herold and Stol in (Graves, 2004:1), the importance of vocabulary is daily demostrated in school and out. In the classroom, the achieving students possess the most adequate vocabularies. Because of the language skills and the verbal nature of most classroom activities. Knowledge of words and ability to use language are essential to success in these activities. After schooling has ended, adequacy of vocabulary is almost equally essential for achievment in vocations and in society.Saleh in (Erlangga, 2010:9) states that the second of language is words or vocabulary or the lexis, all the words in a language. Because vocabulary refers to words, so knowing the words is a significant asset for the student in all learning areas. In conclusion, the writer assumes that vocabulary is an important factor to improve English language skills.5.3 The Concept of Vocabulary Mastery According to Culson (1987:1050), mastery is skill to use the knowledge. It means that mastery is ability to use ones knowledge. Swannel (1994:656) states that mastery is comprehensive knowledge. It can be said that vocabulary mastery is the competence or complete knowledge of a list or a set of words that make up a language which might be used by a particular person, class, or profession. Vocabulary mastery is one component to master English as a foreign language in elementary, intermediate and advanced levels. In learning the reading skill, vocabulary is one basic component to be mastered. The development of extensive vocabulary and understanding word meanings are essential to be successful and fluid comprehension in reading.5.4 The Concept of Reading According to Daiek and Anter (2004:5), reading is an active process that depends on both the authors ability to convey meaning using words and the readers ability to create meaning from them. In a foreign language class, reading is one of the main sources of the input for the students.Weaver (2002:14) states that reading is a process very much determined by what the readers brain and emotions and beliefs bring to the reading: the knowledge/information (or misinformation, absence of information), strategies for processing text, moods, fears and joysall of it. According to Howards (1980:35), reading is commonly referred to as a process.Among the most relevant processes involved in learning how to read are psychological, physical, intellectual, cultural, linguistic and educational. In addition, reading requires knowledge of the interrelated and interdependent skills in word recognition, meaning and study skills.According to Walch (1998:57), the reading skills are skimming and scanning. Skimming is organized search for seeking information about an article, chapter, or a book. Whereas, scanning is hunt, skip and search technique for locating answer to specifics question.

5.5 The Aims of Reading Grellet (1999:5) states the aims of reading are:1. Reading for details and fact is reading to know what is done by the subject of the story.1. Reading for main ideas is reading to get the problem statement.1. Reading for sequence of organization is reading to know each part of the story.1. Reading for inference is reading to know what is the writer meant by its story.1. Reading for classifying is reading to find unusual things.1. Reading for evaluating is reading to know the value of the story.1. Reading for comparing or contest is reading to compare the way of life of the story with the way of life of the reader. According to Cohen in (Djiwandono, 2001:76), the obvious aim of reading in early reading will help the readers decide to read scanning, skimming, responsive reading, reading for entertainment, and etc.So, the aims of reading is depend on the reader. A person may read for many aims and the aim helps to comprehend more what is read by people.5.6 The Concept of Reading ComprehensionA reading comprehension entails an interaction between the reader and text. Oneimportant factor in teaching reading comprehension is that students must be activelyinvolved in the processing and integration of the reading material (Herrel and Jordan, 2006:3).According to Johnson in (Herrel and Jordan, 2006:3), reading comprehension is viewed as the process of using ones own prior knowledge and the writers cues to infer the authors intended meaning.Reading comprehension is an essential part of reading instruction. Readingcomprehension is the level of understanding the text and the process of transforming print to meaning. It is a complex intellectual process involving words meaning and reasoning with verbal concept. 5.7 The Concept of CorrelationRichards and Schmidt (2002:128), correlation is a measure of the strength of the relationship or association between two or more sets of data.According to Fraenkel, et all (2012:331), Correlational research is also sometimes referred to as a form of descriptive research because it describes an existing relationship between variables.The correlation shows that there is relationship between two or more comparators. Correlation refers to statistical relationships involving dependence. The higher of relationship between two or more comparators, the higher of the dependency each other.5.8 The Correlation between Vocabulary and ReadingVocabulary and reading cannot be separated, because of them relate to each other. According to Simmons and Kameenui in (Herrel and Jordan, 2006:2), the interdependence between reading achievement and vocabulary knowledge is very strong.Daiek and Anter (2004:34), written words are meaningless if the reader do not understand or think about what they have read. Increasing vocabulary mastery will make the reader know the meaning of more words and how to use them. It is an important reading strategy. Mastery a words meaning is very different from just recognizing or knowing how to pronounce it. Knowing what a word means provides the key to understanding what the reader read. Not knowing what words mean accounts for a large percentage of all reading comprehension problems. The development of extensive vocabulary and understanding of words meanings are essential to succesful and fluid comprehension in reading. Addition, by developing vocabulary, students are constantly building repetoire of words and words meaning that will serve to increase their understanding of text and improve their descriptive writing (Herrel and Jordan, 2006:6).5.9 Related Previous StudyTo get more information about educational research related to the study, the writer does a library research. There is a previous study related to the writers study at the library of University of PGRI Palembang entitled The Correlation Between The Eighth Grade Students Vocabulary Mastery and Their Reading Comprehension Achievment at SMPN 16 Palembang written by Anggi Permatasari in 2011. The objective of the study was to find out significant correlation between the eighth grade students vocabulary mastery and their reading comprehension achievment at SMPN 16 Palembang.There are some similarities and differences between Anggis study and the writer present study. The similarities are both of these deal with vocabulary mastery and reading skill. The differences are in Anggis thesis, she investigated the eighth grade of SMPN 16 Palembang, while the writers present study is about conducting a research studying the tenth grade of Senior High School Aisyiyah 1 of Palembang. In addition, Anggis thesis is about conjunction vocabulary in reading comprehension, while the writers present study is about synonym, antonym, and meaning of words in descriptive texts. The result of Anggis research shows that there is a correlation between vocabulary mastery and reading comprehension. The degree of freedom (df=N-nr) is 40 (38-2=37). The table of significance of 5% is 0,393 for two tailed and the score is 0,99. So, that null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.

6. HypothesesFrom the conceptual framework, the writer will formulate a hypothesis concerning the significant correlation between students competence in vocabulary mastery and reading comprehension to the tenth grade students of Senior High School Aisyiyah 1 of Palembang. Biegier and Gerlach (1996:4) states that a research hypothesis usually a predictive statement that represents a very specific proposed answer to the problem statement.The hypothesis of this study are in the forms of null and alternative hypothesis as stated below:a. Null Hypothesis (Ho)There is no significant correlation between students competence in vocabulary mastery and reading comprehension to the tenth grade students of Senior High School Aisyiyah 1 of Palembang.b. Alternative Hypothesis (Ha)There is a significant correlation between students competence in vocabulary mastery and reading comprehension to the tenth grade students of Senior High School Aisyiyah 1 of Palembang.

7. Criteria for Testing the HypothesisFor testing the hypothesis above, the writer will use the correlation formula Pearson Product Moment Correlation to test the significant correlation between vocabulary mastery and reading comprehension. The number of the sample of this study is 38 students. The writer will take the scores of vocabulary test and the scores of reading test of students and analyze by Person r formula. The degree of freedom (df=N-nr) is 38 (38-1=37). The significance level is 5%. The table of significance of 5% is 1,687 for one tailed.Therefore, if the t-obtained is more than 1,687 the null hypothesis (Ho) will be rejected and the alternative hypothesis (Ha) will be accepted, if t-obtained is less than 1,687, the alternative (Ho) will not rejected. The null hypothesis (Ho) is rejected. It means there is correlation between students achievement in vocabulary and reading ability.

8. Research ProcedureThis part describes (1) operational definitions, (2) research variables, (3) Method of research, (4) population and sample, (5) techniques for collecting the data, and (6) technique for analyzing the data.8.1 Operational DefinitionsThis part present: 1) Correlation, 2) Vocabulary Mastery, and 3) Reading Comprehension.1) CorrelationCorrelation is a statistical measure of the relationship between two or more comparators. In this study, correlation was conducted to find out correlation between students competence in vocabulary mastery and reading comprehension to the tenth grade students of senior high school Aisyiyah 1 of Palembang.2) Vocabulary MasteryVocabulary mastery is the competence or complete knowledge of a list or a set of words that make up a language which might be used by a particular person, class, or profession.3) Reading ComprehensionReading comprehension is the ability to understand of the text and the process of interpretation text to meaning. Reading comprehension is one of the pillars of the act of reading.8.2 Research VariablesAccording to Wiersma in (Biegier and Gerlach, 1996:2), a variable is a characteristic that may take on different values. Additon, there are some variablesare used in experimental research as follows:a. The independent variable is a variable that affects (or is assumed to affect) the dependent variable under study and is included in the reserach design so that its effect can be determined.b. The dependent variable is a varible being affected or assumed to be affected by the independent variable.c. The intervening variable is a variable whose existence is inferred but that cannot always be manipulated or measured.d. The control variable is a variable, other than the independent variable of primary interest, whose effects are determined by the research.e. The moderator variable is a variable that may or may not be controlled but has an effect on the research situation.Meanwhile, in this research, there are two variables, they are: vocabulary (X) and reading comprehension (Y). The Two variables are expected to be correlated to each other in order to decide the level of students vocabulary mastery and their ability in reading comprehension.8.3 Method of ResearchIn this study the writer will use the correlation method with formula of Pearson Product Moment Correlation. Correlation is a statistical measure of the relationship between two or more comparators. According to Biegier and Gerlach (1996:4), the coefficient of correlation is a number that varies between -1.0 and +1.0 and that indicates the strength of the relationship between two variables. A correlation coefficient of +1.0 indicates that there is a perfect positive relationship between the two variables. A correlation -1.0 indicates a perfect negative relationship between two variables.8.4 Population and Sample8.4.1 Population According to Frankel and Wallen in (Erlangga, 2010:16), population is the large group to which one hope to apply the result. The population of this study is all the tenth grade students of senior high school of Aisyiyah 1 of Palembang. It is shown in table 1 as follow :TABLE 1THE POPULATION OF RESEARCHNo.ClassNumber

1.X.138

2.X.238

3.X.338

4.X.437

Total151

(Source: Senior High School of Aisyiyah 1 of Palembang in academic of year 2013/2014)

8.4.2 SampleAccording to Biegier and Gerlach (1996:97), sample is subgroup of population is selected in the research. Addtion, sampling essentially refers to choosing a portion of the target population for research, rather than studying entire target population.In this research, the writer will choose cluster random sampling. According to Biegier and Gerlach (1996:4), random sampling involves selecting a sample from specified strata or subpopulations. The number chosen from each stratum may be equal or proportional to the number in each stratum. In addition, according to Biegier and Gerlach (1996:98), cluster random sampling involves choosing a sample from intact mutually exclusive groups, such as school classes. The cluster may be randomly selected from a set of available cluster. All members of the cluster can be included in the sample.According to Arikunto in (Erlangga, 2010:17), If the subjects are less than 100, it will be better to take them all as the sample so the research serves as the population of research. Then if the subject are more than 100, the sample can be taken between 10% and 15% or 20% and 25% or more of the whole population.Based on the statement above, there are 151 students and the writer take 25 % of the whole population. So there are 38 students as sample of this study. It is shown in table 1 as follow :TABLE 2THE SAMPLE OF RESEARCHNo.ClassNumber

1.X.138

Total38

(Source: Senior High School of Aisyiyah 1 of Palembang in academic of year 2013/2014)

8.5 Techniques for Collecting the DataIn this research, the writer will use an instrument which is called test. in this case, the objective test which is the multiple choice type for both the vocabulary and reading comprehension. The test consist of the multiple choices with 70 items and there will be 90 minutes for the pupils do the test.According to Heaton (1988:27), multiple choice items can provide a useful means of teaching and testing in various learning situations (particularly at the lower levels).The objective test which is the multiple choice is used to obtain the score of the vocabulary mastery and reading comprehension. The construction of the test is described bellow:a. Vocabulary TestThe vocabulary test is taken from the exercises, which is made by the teacher. The number items of the test are 40 items of a multiple choice type test with five options: A, B, C, D, E.b. Reading Comprehension TestThe reading comprehension test is a standardized test taken from the exercises to reading comprehension that compiled from many sources. The number items of test are 30 items of a multiple choice type test with five options: A, B, C, D, E.

8.5.1 Validity of the Test According to Biegier and Gerlach (1996:97), validity, which is derived from the Latin word validus, meaning strong, refers to the degree with which correct inferences can be made from the results of a research study. In this study, validity of the test material is estimated throughout content validity and it measures sample of the subject matter content. The writer uses the table of test specification is to define the scope of the test clearly. It insures correlation between the learning objectives for the students and the content of the test. In order to know if the contents of the test items given is appropiate, the test materials is checked to the content of the syllabus, besides it will be discussed with the theses advisors and the teacher of English at Senior High School of Aisyiyah 1 of Palembang.

TABLE 3THE TEST SPECIFICATION FOR THE READING COMPREHENSION TESTNo.ObjectiveIndicatorTypes of TestTest Items

1.

Students are able to comprehend the reading text1. Students are able to identify for the main ideas2. Students are able to scan for spesific information3. Students are able to gues the meaning of words through the contextMultiple choice

Multiple choice

Multiple choice

10 items

15 items

15 items

Total Number40

TABLE 4THE TEST SPECIFICATION FOR THE VOCABULARY TESTNo.ObjectiveIndicatorTypes of TestTest Items

1.Students are able to understand / identify the meaning of vocabulary1. Students are able to identify the synonyms.2. Students are able to identify the antonyms3. Students are able to use the context to guess the meaning of the wordsMultiple choice

Multiple choice

Multiple choice10

10

10

Total Number30

8.5.2 Reliability According to Frankel and Wallen in (Erlangga, 2010:18), reliability is the consistency of scores or answer from one adminstration of an instrument to another, and from one set of items to another. Addition, the most frequently employed method for determining internal consistency is the Kuder-Richard 21 formula. A frequently used version of the KR21 formula as follows :

Where :KR-21 : Kuder-Richardson Reliability CoefficientK: Number of Items in the TestM: Mean of Sets of the TestSD: Standard Deviation of the Test ScoresTo get standar deviation, the formula is as follows :

Mean :N = Number of items test X = The Scores of items testDealing with it, Fraenkel and Wallen in (Erlangga, 2010:19) states that for research purposes, a useful rule is that the reliability coefficient should be at least 0.70 and preferably higher.

8.6 Technique for Analyzing the Data To find out the correlation between students competence in vocabulary mastery and reading comprehension, the writer uses the correlation formula by Pearson Product Moment Correlation to test significant correlation between them. According to Biegier and Gerlach (1996:4), the formula used as follows :

Mean :N = the Number of Student RespondentsX = the Students Score in VocabularyY = the Students Score in Reading ComprehensionX = the Sum of Vocabulary ScoreY = the Sum of Reading Comprehension ScoreX2 = the Sum of Square of Vocabulary ScoresY2 = the Sum of Square of Reading Comprehension Scores(X)2 = the Square of the Sum of Vocabulary Scores(Y)2 = the Square of the Sum of Reading Comprehension ScoresXY = the Sum Multiplication of Vocabulary Scores and ReadingComprehension Scores.Correlation Pearson Product Moment denoted (r). According to Biegier and Gerlach (1996:4), the coefficient of correlation is a number that varies between -1.0 and +1.0 and that indicates the strength of the relationship between two variables. A correlation coefficient of +1.0 indicates that there is a perfect positive relationship between the two variables. A correlation -1.0 indicates a perfect negative relationship between two variables. While the price of the meaning of r will be consulted with the interpretation table r as follows :TABLE 4TABLE r PERSON PRODUCT MOMENTInterval CoefficientInterpretation

0,80 1,0000,60 0,7990,40 0.5990,20 0,3990,00 0,199Very HighHighModerateLowVery Low

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