THE CORRELATION BETWEEN VOCABULARY MASTERY AND STUDENTS

READING COMPREHENSION AT SMPN 3 KOTA SORONG

Abstract

The aim of this research was to find out the correlation between the students’ vocabulary
mastery and the students’ reading comprehension at the grade 8 of SMPN 3 Sorong. This
research used a correlational research. The population of this study was the second grade
students of SMPN 3 Sorong in the academic year of 2024/2025/ The sample consists of 32
students. The instruments in this research were two kind of test, they were vocabulary test
and reading comprehension test, each test consisted of 20 multiple choice. All the data gained
in this research was analyzed by using the formulation of Pearson Product Moment
Correlation Conficient. According to the result of the analysis and statistical calculate, the
criteria are: a correlation of 0.898 is high, the researcher concluded that rxy = 0.898 with N
31 is significant. This means that the Ho rejected and the Ha accepted. Another that, based on
Pearson product moment formula was compared to r-table the research found that it was r
0,898 > 𝑡 table (0.320) its mean Ho was rejected, and H1 was accepted. In conclusion, the
result showed that there was positive correlation between students‟ vocabulary mastery and
the students’ reading comprehension at the second grade of SMPN 3 Kota Sorong
Introduction
Language is a means of communication between fellow humans to facilitate a job or
something that is being done between one person and another. The use of language as a vocal
symbol system that must be learned and mastered from childhood in order to communicate
with others. In the world of English learning there are 4 important skills that must be
mastered in order to understand English well. The skills are reading, listening, wrting, and
speaking. As stated by Wardhauhg (1972:3) Language as a system of vocal symbols used for
human communication.
Reading is the activity of looking at the reading text and the process of understanding the
content of the text by vocalizing or silently. Reading is a very important thing, by reading we
can get a lot up-to-date information that is very useful and important for us to know. We can
read anywhere and anytime whether it’s reading in the city library, library at school,
gramedia or even by using a smartphone as a young media taken anywhere so that we can
read or search for information wherever and whenever we are. As stated by Dalman (2014:5)
Reading is an activity or cognitive process that seeks to find various information contained in
wrting. Reading makes someone smarter and creative even though some information can be
obtained without reading, for example, by listening to teacher, radion or television etc.
By reading we can get more information, for example reading newspaper or magazines
rather than listening to or watching television news. Also, a reader can read the news in the
newspaper repeatedly, if on television only once and cannot repeatedly watch the same news.
This is supported by Willis (2008) who states that by reading, someone can find the
information who needs with specific information. According to Bottino (n/d) stated that
reading can be define as a process of looking at and understanding what is written. It means
that when the students reading something (such as book, magazine, newspaper etc.) is a
process of looking at the information that provide on the written text.
In order gain specific information, students at school should be taught how to read and
reasoning. When students read a text, they must calmly think and reason about the meaning
of each sentence read in order to understand the meaning of each reading. Thorndike in
Nurhadi (2000:13) argues that reading is process in thinking and reasoning.
Reading comprehension and vocabulary mastery have a strong relationship. According
to Sedita (2005) who states that vocabulary knowledgei crucial in reading comprehension and
determining how well students are in comprehending the texts. In the regard, this study
attemts to find out the ability of students ‘reading comprehension’ students ‘vocabulary
mastery and the correlation between students’ reading comprehension and their vocabulary
mastery.

Literature Review
 Defenition of Reading
Acording Tadros, (2014). Another definition of reading is stated by Schoenbach
(n/d), reading is a simple process reader decode (figure how to pronounce) each word
in text and then automatically comprehend the meaning of the word as they do with
their own language. It means that reading is not only a process of looking at the
information but also the process of understand the meaning of the text whether it is in
native language or second language.
Johnson (2008:3) states “reading is the practice of using text to create meaning”. It
means that when someone reads a text, the person should put forward the main idea of
the text to create a conclusion or understanding as a result.
According to Tarigan (1998:7) reading is a process which is used by a reader in
order to get the purpose of the writer through the written word. It means that when a
reader reads a text, he/she gets the purpose of the text he reads.

 Reading Comprehension
Reading comprehension can be interpreted as a series of processes carried out by
readers to find information and understand the information contained in a reading
text. Linse (2005: 71) states that "reading comprehension refers to reading for
meaning, understanding, and entertainment.”
This means that in reading comprehension there is a series of processes carried out
by readers to find meaning, understand the information contained in a reading text,
and provide entertainment. In reading comprehension, experts agree that the reader's
schemata (initial knowledge) determines success in reading comprehension. Peregoy
and Boyle (Linse, 2005: 69) state that there are three things that differentiate students
in reading, including: the initial knowledge that students have (the child's background
knowledge), the student's language knowledge (the child's linguistic knowledge), and
the reading strategies or techniques they use. used (the strategies or techniques the
child uses).
 Correspondingly, Anderson, Hiebert, Scott, and Wilkinson, 1985; Jenkins, Larson,
and Fleischer, 1983; O'Shea, Sindelar, and O'Shea (Klinger, Vaughn, and Boardman,
2007: 2) suggest that reading comprehension is the process of constructing meaning
by coordinating a number of complex processes that include word reading, word and
world knowledge, and fluency. Thus, reading comprehension is a process that aims to
build meaning by coordinating a number of complex processes that include reading
words, words and knowledge.
According to Zimmerman (2009) Reading comprehension is essentially the ability
to understand what has been read. In line with that, another definition states that
Reading comprehension can also be interpreted as a series of processes carried out by
readers to find information and understand the information contained in a reading text
(Abidin, 2010: 127).
In line with the definition above, reading comprehension is a type of reading that
aims to understand: 1) literary standards or norms; 2) critical review; 3) written
drama (printed drama); 4) patterns of fiction (pettern of fiction). (Tarigan, 2008: 58)
1. Literal comprehension is to have a straight forward understanding meaning
of a text, such as vocabulary and facts, which is not explicated in that text.
2. Interential comprehension is to conclude information from a text and build
new information which is not explicity stated in text.
3. Reorganization is rearranging information from various parts of a text in
order to get new information.
4. Predictive comprehension is intergrating reader’s understanding of a text and
their own knowledge about that text in order to determine what might happen
next or after it is finished.
5. Evaluate comprehension is like inferential comprehension. The difference is
that evaluate comprehension requires reader’s comprehensive judment about
some aspects in a text and ability to redevelop an understanding by using
related issues.
6. Appreciate or personal comprehension is reading in order to gain an
emotional or other value response from a text, and it demands reader to
respond a text also with their feelings.

From the definition above, reading comprehension refers to the understanding of

what has been read. Comprehension is a thingking process that depends not only on
 the comprehension skills but also on th readers’ experience and background
knowledge.

 Vocabulary
According to Lehr (2004: 1) vocabulary is knowledge of words and words
meaning in both oral and print language and in productive and receptive forms which
is used in listening, speaking, reading and writing.
Young (2009) defines vocabulary in four ways: the meaning of words, how the
words are used, root words, prefixes, suffixes and analogies.
While Hornby (1974:959) defines vocabulary in three ways: total number of
words (with rules for combining them) which make up a language, range of words
known to a person and containing a list of words with definition or translation.
Vocabulary is all about words, and good mastery of vocabulary helps someone
understand language. It is supported by Wallace (1982) who says that vocabulary is
one of the most important parts of language, because when speaking a language, the
speakers need several words to convey ideas. Therefore, people can understand what
the speakers mean. When a learner intends to learn foreign languagem he/she has to
learn the vocabulary of the foreign language firts.
Wallace (1982) mentions two main reason about the importance of vocabulary.
1. Language exists in two forms, spoken and written, both of them need
vocabulary to develop the existance itself.
2. Vocabulary is needed for production in learning English as a foreign language
rather than only needed for recognition it.

Furthermore, Lehr & Osborn (2001) explain two kinds of vocabulary description
as follow. First, words come in two forms, oral and print.
1. Oral vocabulary include the words that are recognized and used in listening
and speaking.
2. Pritn vocabulary includes the words that are recognized and used in reading
and writing.

Second, word knowledge is composed of two forms, receptive and productive.

 1. Receptive Vocabulary includes words that are recognized when we hear or
see them. It is the ability to comprehend passive vocabulary which is used in
reading and listening context.
2. Productive vocabulary includes words that are recognized when we speak or
write. It is an active ability which is used in speaking or writing.
Furthermore, knowing and understanding words mean knowing their “form”
(how they sounds, how they spelt, grammatical change that could be made to them),
their “meaning” (their conceptual content, and how they relate to other words and in
particular types of language use (Cameron, 2001).

 Relationship between Reading Comprehension and Vocabulary Mastery

The correlation between reading comprehension and vocabulary mastery has been
discussed by many experts. Hirsch (2003) found that knowing at least 90 percent of
the words of a text enables the reader to get the main idea from the reading and guess
correctly what many of the unfamiliar words mean, which will help them learn new
words.
Yildirim, Yildiz and Ates (2011) found that there was a significant correlation
between vocabulary and comprehending expository texts as well as vocabulary and
comprehending narrative texts. The findings also show that vocabulary is a predictor
of comprehending narrative and expository texts. Roehrig and Guo (2011) explain
that vocabulary knowledge is one of the major factors that influence reading
comprehension. It is also supported by Sedita Fajar Furqon Correlation between
students’ vocabulary mastery and their reading comprehension 73 (2005) who states
that vocabulary knowledge is crucial in reading comprehension and determining how
good the students are in comprehending the texts.
Research Methodology
In this research, the writer used correlational research. Correlational design was
procedures in quantitative research in which investigators measure the degree of association
(or relationship) between two or more variables using the statistical procedure of correlational
analysis. The writer used two test that are vocabulary mastery which was focus on (verb and
adjective) and reading comprehension test which is focus on (main idea, sequence, and
inference). The researcher intends to find out there was correlation between vocabulary
mastery and the student reading comprehension.

a. Population
The population of this research was 32 students in class 8 of junior high AT SMPN 3
KOTA SORONG. The writer took as a total population was 32 students.
b. Sample
Actually, the researcher took all population as the research sample who
have 31 students, but only 28 students attended in the test. The process of taking
sample above was taken by used total sampling. Total sampling was a sampling
technique that involves problem (based on specific goals).
c. Instrument
The instrument used in this research was the form of “Field research”. In this
instrument was divided in two parts: the first was vocabulary test, that consist of 20
questions. The numbers of each item of the test were 20 items of a multiple-choice
type test with four options: A, B, C, or D. In vocabulary test the researcher found out
the improvement of the students’ vocabulary mastery that focus on (verb and
adjective). The second test was reading test which consist of 20 questions. The
numbers of each item of the test were 20 items of a multiple-choice type test with four
options: A, B, C, or D. In reading comprehension test the researcher found out the
improvement of the students’ reading comprehension that focus on (sequence and
inference).
d. The Procedure of collecting data
To collect data the writer did the procedure of this research as follows:
1. The writer distributed the test namely the vocabulary test and reading
comprehension test.
2. The researcher explained to the students about the test
3. The researcher gave 40 minutes for respondent to answer the entire question.
e. Technique of Data Analysis
In completing the data, the next step of this research was technique of data analysis.
In this research, the writer gave a test to the students at the second grade of SMPN 3
Kota Sorong in academic year 2024/2025. These tests focus on the vocabulary test
and reading comprehension test in English. Since the writer wanted to investigate the
correlation between two kinds of test, vocabulary and reading comprehension, so the
writer used test method. The test was divided into two parts; the first was vocabulary,
which consists of 20 items. The second was reading comprehension, which also
consists of 20 items. The steps in analyze the data were chronologic present as
follows:
1) Classifying the students’ vocabulary mastery
To classify the vocabulary mastery of the student, the writer calculated the
mean score of the students' vocabulary mastery test by used the following
pattern and formula:

Table 3.1. Classifying the students’ vocabulary mastery

No Rate of Score Categories

1 96 – 100 Excellent
2 86 – 95 Very Good
3 76 – 85 Good
4 66 – 75 Fairly Good
5 56 – 65 Fair
6 36 – 55 Poor
7 00 – 35 Very Poor

X=
∑x
N
Where: x = Mean

∑ x = Total Raw Score

N= Total number of the students

2) Classifying the students reading comprehension score

 To classify the vocabulary mastery of the student, the writer calculated the
mean score of the students' vocabulary mastery test by used the following
pattern and formula:

Table 3.2. Classifying the student reading comprehension

No Rate of Score Categories

1 96-100 Excellent
2 86-95 Very good
3 76-85 Good
4 66-75 Fairly good
5 56-65 Fair
6 36-55 Poor
7 00-35 Very poor

∑X
X =¿
N
When X = Mean
∑x = Total Raw score
N = Total Number of student
3) Calculating the correlation
To know there was significant correlation between the student’s vocabulary
mastery and their reading comprehension ability, the writer would apply the
following formula

n ∑ xy−( ∑ x )( ∑ y )
r xy =
√¿ ¿ ¿

Notation
r xy : Coefficient Variable between variable ‘x’ and ‘y’

∑ x : Sigma score of students vocabulary mastery

 ∑y : Sigma score of students reading comprehension
xy : The result of multiplication of the total score of each item

∑ x 2 : The sum of the square in X

∑ y 2 : The sum of the square in Y
N : The number of respond

Table 3.3 The interpretation of person correlation analysis

“r” score of product Interpretation

moment
0.00-0.20 Very Poor
0.20-0.40 Low
0.40-0.70 Moderate
0.70-0.90 High
0.90-1.00 Very Hig

If the lies between 0. 40 - 1.00 is accepted, and is rejected. Whereas if the lies between 0.00 -
0. 40, is accepted.

To see whether the correlation between the students‟ vocabulary mastery and their reading
comprehension ability was significant or not, the writer concludes the result by applying the
following comparison between the r analysis and the r table.

If r xy>¿ ¿ r table. The correlation is positive

If r xy<¿ ¿ r table. The correlation is negative

Ifr xy=¿¿r table. The correlation is zero correlation

 Classifying the student‟s vocabulary mastery uses assesment rubric and questionaire.

Assessment tool

A. Assesment rubric
Aspect Score Criteria

3 Students can identify the intrinsic elements of

the story completely and precisely.
Identifying the intrinsic 2 Students can only identify two or one intrinsic
Element of the story element of the story correctly.
1 Students cannot identify the intrinsic elements of
the story correctly.

Analyzing the message of 3 Students can analyze the message based on the
the story contents of the story.
2 Students can analyze the message, but not based
on the contents of the story.
1 Students cannot analzye the message based on
the contents of the story.

3 Students can respond to the contents of the story

Responding to the story logically in accordance with the contents of the
story.

Students can respond to the contents of the story

2
logically, but not in accordance with the contents
of the story

1 Students cannot respond to the contents

B. Questionnaire

No Statement 1 2 3 4 5

1 English is fun, isn’t it ?

 Is the preparation made by the teacher 100%
2 good/sufficient before starting the teaching and
learning process ?

3 Is the teacher’s demeanor in class pleasant or

unpleasant ?

4 Is English vocabulary important ?

Is it necessary as a student to add and improve
5 vocabulary in English ?

Grading scale, with conditions :

1 : Strongly disagree
2 : Disagree
3 : Disagree less
4 : Agree
5 : Strongly agree
Findings and Discussion
A. Findings
1. Student’s Vocabulary Mastery in Learning English at SMPN 3 Kota Sorong
This data is to find out about students' vocabulary mastery in first grade at SMPN
3 Sorong City. Results from the research found that the average score of students'
vocabulary mastery is 50, 45. In the vocabulary level score table can be concluded
that the students' vocabulary scores were poor. The research calculates the average
score of students' vocabulary mastery tests using. The following is the pattern and
formula as stated in chapter three along with the results can be seen in attachment
3.1. To see the average vocabulary mastery score. The author tries to show it in
the table below.

Tabel 4.1 Student’s Vocabulary Mastery in English

Aspect Mean Score

Vocabulary 50,45

The researcher also indicates the mean score of students’ vocabulary mastery that
focus in two indicators that verb and adjective. The writer calculated the mean
score of the students' vocabulary mastery test by used the following pattern and
formula as stated in chapter three. To see the mean score of indicators in
vocabulary mastery, the writer tried to indicate in the table below.

Tabel 4.2 Indicators of Vocabulary Mastery in English

Indicators Mean score

Verb 35,0
Adjective 40,0

Tabel 4.2 indicates that in vocabulary test that focus on (verb) the researcher
found the mean score was 35,0. Meanwhile, in vocabulary test that focus on
 (adjective) the researcher found the mean score was 40,0. It can be said that the
vocabulary mastery for each indicator was poor.

2. The Improvement of the Student’s Reading Comprehension

This data was to determine about how the students’ reading comprehension at the
first grade of SMPN 3 Kota Sorong. The result of the research found that the
mean score of the students’ reading comprehension was 60, 25. In the table of
reading rate score, it can be concluded that the score of the students’ reading
comprehension was fair. The writer calculated the mean score of the students'
reading comprehension test by used the following pattern and formula as stated
in chapter three. To see the mean score of reading comprehension, the writer
tried to indicate in the table below.

Tabel 4.3 Student’s Reading Comprehension in English

Aspect Mean score

Reading 60, 25

The researcher also indicates the mean score of students’ reading comprehension
that focus in two indicators that sequence and inference. The writer calculated the
mean score of the students' reading comprehension test by used the following
pattern and formula as stated in chapter three. To see the mean score of indicators
in reading comprehension, the writer tried to indicate in the table below.

Tabel 4.4 Indicators of reading comprehension in English

Indicators Mean score

Sequence 50, 25
Inference 55, 0

Tabel 4.4 indicates that in reading test that focus on (sequence) the researcher
found the mean score was 50, 25. Meanwhile, in reading test that focus on
(inference) the researcher found the mean score was 55,0. It can be said that the
reading comprehension for each indicator was fair
3. Correlation Between the Student’s Vocabulary Mastery and Reading
Comprehension
This data was to determine about there was correlation between the students’
vocabulary mastery and their reading comprehension at second grade of SMPN 3
Kota Sorong. After calculating by using Pearson moment formula as stated in
chapter three. To see there was correlation between the student vocabulary
mastery and their reading comprehension, the writer tried to indicate in the table
below.

Tabel 4.5 correlation between the student vocabulary mastery and reading
comprehension

Correlation

Reading Vocabulary

Pearson Correlation 1 ,898**

Reading Sig. (2-tailed) ,000

N 31 31

Pearson Correlation ,898** 1

Vocabulary Sig. (2-tailed) ,000

N 31 31

**. Correlation is significant at the 0.01 level (2-tailed).

Based on the table above, researchers found that in two aspects, namely Vocabulary
and reading students get the same grade level vocabulary and reading. where there is a
relationship between reading and vocabulary because the results are smaller than 0.05.
The correlation level between reading and vocabulary is 0.898, where there is a
perfect result and a positive reading correlation to vocabulary with a perfect
correlation. With up to 31 samples with an r table value = 0.320 and a Pearson
correlation of 0.898. Because the Pearson correlation value is greater than the thick r
value, reading and vocabulary are correlated/ accepted.

From the findings and the discussion above, the writer concluded that the students’
vocabulary mastery was the most important thing in reading comprehension ability
 because students’ vocabulary mastery influences the students’ reading comprehension
ability.

Conclusion and Suggestion

A. Conclusion
This research focuses on the correlation between students' vocabulary reading mastery
and comprehension. This research also seeks to find students' vocabulary mastery and
students' reading comprehension. Based on the findings explained in the previous
chapter, the criteria are: a correlation of 0.898 is high, the authors concluded that rxy
= 0.898 with N 31 is significant. This means that the Ho rejected and the Ha accepted.
Another that, based on Pearson product moment formula was compared to r-table the
research found that it was r 0,898 > 𝑡 table (0.320) its mean Ho was rejected, and H1
was accepted. In conclusion, the result showed that there was positive correlation
between students’ vocabulary mastery and the students’ reading comprehension at the
second grade of SMPN 3 Sorong.

B. Suggestion
Based on the conclusion above, it was suggested that in reading comprehension
ability and vocabulary mastery are:
 Students’ who still low in vocabulary mastery and reading comprehension are
suggested to be more concentrated on in learning English especially in vocabulary
mastery and reading comprehension. The students also need to practice their
knowledge more than before because one language would be mastered by practicing
in our daily activities. Using dictionary is also suggested to help the students to enrich
their vocabulary mastery.
 The teachers always give information to the students’ how important vocabulary
mastery to improve four skills in learning English especially in reading
comprehension at the second grade of SMPN 3 Kota Sorong
 For the other researchers, it is suggested that the teacher should be more active and
creative in implementing different techniques and may use the modification and
finding an optimal way in teaching vocabulary. Its purpose is to make student
interested and improve their vocabulary mastery and their reading comprehension.
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