Documente Academic
Documente Profesional
Documente Cultură
(Case Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-2007)
A ‘Skripsi’
By:
IKAH
102014023797
ENGLISH DEPARTMENT
JAKARTA
2006
THE CORRELATION BETWEEN STUDENTS’ ACHIEVEMENT IN
(Case Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-2007)
A ‘Skripsi’
By:
IKAH
10201302023797
Approped by:
Advisor
ENGLISH DEPARTMENT
JAKARTA
2006
LEGALIZATION OF EXAMINATION COMMITTEE
Study at the Second Year Students of MAN II Bekasi, Academic Year 2006-
This ’ skripsi’ has fulfilled the requirement for the degree of Strata-1 (S-1) at English
Department.
Examination Committee
Committee
Examiner I Examiner II
In the name of Allah, the beneficent, the merciful. All praises be to Allah, the
lord of the worlds, who has given the health and strength to the writer in completing
this “skripsi”. May Allah’s peace and blessing be upon His final Prophet and
to convey her sincere gratitude to Drs. A. Munir Sonhadji, M. Ed., who has patiently
Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only an
effort by her self alone, there are many “hands” help her. In this occasion, she
1. Prof. Dr. H. Dede Rosyada, the Dean of Tarbiyah and Education Faculty.
3. Drs. A. Munir Sonhadji, M.Ed her advisor, who has given his time, support,
5. All lecturers who have taught her in this English Department, for giving new
knowledge, advices in facing life, and for giving gorgeous study experiences.
i
6. Drs. Adnan as the principal of MAN II Bekasi and also for the others who
help her
7. All teachers and the students at MAN II Bekasi for giving permission and
8. The most special persons in her life, her beloved “ mum” and “dad”, who
have given their support during her study and her writing skripsi. Thank you
for your kindness and you are so patience. Her big sister, Teh Kani, Teh kana.
Her big brother Bang Mada, Bang Niken. And my little sister Mahdalena.
9. Her beloved best friends, ka Ahmad, Imah, Yani, Nap, Yuni, Nana, Jen, Enye,
Neng who have always been in the writer side in the facing all the laugher and
10. To any other persons who can not be mentioned one by one to their any
Finally, yet importantly, the writer resizes that his “skripsi” still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
The writer
IKAH
ii
TABLE OF CONTENTS
ACKNOWLEDGEMENT ..................................................................................... i
CHAPTER I INTRODUCTION
A. Vocabulary .............................................................................. 7
B. Reading ................................................................................... 14
iii
6. Correlation Between Vocabulary and Reading ................. 23
A. Conclusion ............................................................................... 36
B. Suggestion ............................................................................... 37
BIBLIOGRAPHY .................................................................................................. 38
APPENDIXES
iv
CHAPTER I
INTRODUCTION
A. Background of Study
started from primary schools up to university. People realize that teaching English
at this level becomes very important and need much concern. As an English
approaches.
The students have to master the four basic language skills. They are
listening, speaking, reading, and writing. Beside such basic skill, the student has
difficult to group the idea transmitted to them. The acquisition of a large number
of vocabularies can help the students read, speak, listen, and write. A good
1
2
vocabulary and ability to use words correctly and effectively can help the students
make school work easier and more rewarding, and also many tests that they take
in school include vocabulary questions. The more vocabularies they know the
jelas tergantung pada kuantitas dan kualitas yang dimilikinya maka semakin besar
kosakata yang kita miliki maka semakin besar pula kemungkinan kita terampil
berbahasa”.1 (The quality of language skill depends on the quantity and quality of
vocabulary. The more vocabulary we have, the bigger possibility to have a skill to
having and mastering vocabulary we will know the meaning of vocabulary in the
On the other hand, foreign students learning English reading text, one lack
skill.
also able to read many kinds of English text. The ability to read is crucial in
contemporary society. People find many texts written in English, from holiday
1
Henry Guntur Tarigan, Pengajaran Kosakata (Bandung: Angkasa, 1986) p.2
3
ability to read English text in any form will give a great deal of advantages in our
lives.
Harry Madox said that “reading is the most important single in study”.2
And the curriculum stated that out of the four skills, listening, speaking, reading,
and writing, the main emphasis is on reading skill because it is believed that
the individual development and the most important activity in school. It is needed
in every level of field of study. Particularly in cases when students have to read
in reading is the most necessary because it is a basic tool of education. All the
depend on the ability to read. In high school and college reading ability becomes
even more important. Through reading we acquire new ideas, obtain needed
information, seek support for our ideas and broaden our interest. We can also get
the message that the writer had expressed. The ability to read helps to distinguish
2
Harry Madox, How to Study (Greenwich: Fawcet Premier. 1963) p.76
3
Depdikbud, Kurikulum 1994, GBPP SMU (Jakarta: Depdikbud, 1994) p.1
4
Indonesian people is that they can read, grasp the idea and understand the book
teaching.
they have close relation. To get empirical data about it the writer will organize the
reading. By getting the grades, the writer tries to find an answer that student’s
To make the problem clear, it is necessary for the writer to limit the
problem. The limitation of the problem as the follows: The correlation between
4
Norbert Schmitt, Vocabulary in Language Teaching (USA: Cambridge University Press,
1997) p. 40
5
a. The writer wants to know how far vocabulary supports the students in
reading.
b. The writer wants to know whether students who have a good result in
D. Methodology of Research
This work is based on field research. In the field research, the writer
carries out the observation at MAN II Bekasi, and gives some test of vocabulary
and reading, and then the test calculated. At the same time the writer also does an
interview to they are English teacher of that of the second year. Library research
applied through reading some books and theories relevant to the topics.
After scoring of such test, the writer will calculate Coefficient Correlation.
Then the writer will have some concerning with the students’ score vocabulary
and reading. The writer tries to determine that are there any correlation between
students’ achievement in vocabulary and reading? These scores will use the
5
Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT Raja Grafindo
Persada, 2004) p.188
6
study, place and time of study, method of study, the technique of sample taking,
analysis. In research finding involves the description of data, the analysis of data,
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
anyone who learns the language used in listening, speaking, writing, and
1
David Crystal, the Cambridge Encyclopedia of the English Language. Australia: Cambridge
University press , 1995, p.116
7
8
next task is to master its vocabulary, or at least that of its vocabulary that he
need.”3
means all the words that someone know, learn of uses, or the words that are
typically used when talking about particular subject or a list of words with the
2
S. H. Burton, Mastering English Language, London: The Macmillan Press Ltd, 1982, p.98
3
Collier – Macmillan International: A Division of the Macmillan Company, The Key to
English Vocabulary: English Services London: Collier Macmillan Limited, 1971, p.1
4
Norbert Schmitt, op. cit, p.5
5
Longman, Dictionary of Contemporary English, Second Edition (Harlow: Longman Group,
1987) p. 1177
9
1. Total number of words which (with rules for combining them) make up a
language.
2. (Range of) words known to, or used by, a person, in a trade, profession,
etc.7
6
Merriam Webster, Collegiate Dictionary (America: Merriam Web Inc.2003) p.1400
7
A. S. Hornsby, Oxford Advanced Learner’s Dictionary of Current English, Revised and
updated, (Oxford University Press, 1987), p. 959
8
Merriam Webster, Webster’s New World College Dictionary, 4th ed, (Cleveland: Wiley
Publishing Inc, 2002), p. 1600
10
language. It is impossible for the students to read, write and speak a foreign
new vocabulary does not only mean memorizing the form of the word but also
2. Kinds of Vocabulary
reading and speaking. Generally, a student will absorb listening and speaking
vocabulary before coming to the reading and writing vocabulary. But in real
Reading vocabulary may become the first stage before processing the
two kinds; there are high frequency vocabulary and low frequency
vocabulary.9
a. High frequency vocabulary consists of words that are used very often in
normal language, use in all four skills and across the full range of situation
are about 87% of the running words in formal written text and more than
9
Paul Nation, New Ways of Teaching Vocabulary (USA: Teacher of English to Speaker of
Another Language/TESOL Inc, 1994), p.3
11
b. The low frequency vocabulary on the other hand, covers only small
words we need to use and feel no reluctance in using in our everyday life.
While, the unmotivated (passive) vocabulary can be divided into two groups:
1. Words which are only partly understood and are not well known enough to
all the words used in daily activities, partly while, passive vocabulary is all
Jo Ann Aebersold and Mary Lee Field classify into active and passive.
a. Active vocabulary refers to put item which the learner can use appropriately
although in fact it is more difficult to put into practice, its means that to use
10
I.S.P Nation, Teaching and Learning Vocabulary, ( New York: Newbury House Publishers,
1990), p.94
12
well, they must be familiar with collocation and understand the connotation
meaning of the word. This type is often used in speaking and writing skill.
vocabulary.
words that appear frequently in a particular text because they are related to
the topic of the text.11 For example, in a text on the topic of ice cream, the
words flavor, texture, cone, toppings and carton might appear frequently. So,
is of the words that are used in general. There is no limit of field and user.
Special vocabulary is that the words that are used in the certain field and job,
11
Jo Ann Amberoid and Mary Lee Field, From Reader to Reading Teacher, (Cambridge:
Cambridge University Press, 1997), p. 139
12
Djalinushah and Azimar Enong, Tata Bahasa Inggris Modern dalam Tanya Jawab (Jakarta:
CU. Miswar, 1980) p.81
13
From the explanation above, we know that every experts in every book
different way in showing and telling their opinions and ideas. Some of them
who emphasize vocabulary to the items which the learners can use
items that can be recognized and understood in the context of reading and
listening and some of them classify vocabulary that they have made are
different, but the point is the same, because their classification are based on
3. Teaching Vocabulary
challenging act for the teacher to teach vocabulary, what kind of methods they
use, what kind of vocabulary that they give, or how many vocabularies that
they should teach. There are some key principles of teaching vocabulary:13
13
Norbert Schmitt, op. cit, p.146
14
5. Facilitate imaging.
6. Make new word “real” by connecting them to the student’s word in some
way.
best way to teach English skill, it all depends on the type of students, the
school system and curriculum, the word that are targeted and many other
factors. The choice of vocabulary to teach is also limited to the learner’s need,
B. Reading
1. Definition of Reading
by reading activities, and the activity of reading can be found in the internet,
book, etc.
Students should practice their reading more and more, so that their
reading ability and their reading experience will be improved. They may find
difficulty and frustrating, but if they keep practicing, they will have a good
sense of English and will help them to grasp the total meaning of the words.
Another thing should be remembered in reading that students should not open
15
a dictionary too often because it will slow down their reading rate and can
make them bored. If they find new words, they should try to guess the
meanings by trying to find out any clue words according to the context in the
passages
efficiently as possible.
the meaning he needs from textual sources.”14 Meanwhile Guy L. Bond and
cognitive process, which means that the brain does most of the work.”16
14
Walter R. Hill, Secondary School Reading: Process, Program, procedure, (Boston: Allyn
and Bacon), 1979, p.4
15
Guy L Bond and Eva Bond Wagner, Teaching The Child to Read, (New York: The
Macmillan Company, 1969), p.4
16
F. Dubin, D.E. Eskey and W. Grabbe, Teaching Second Language Reading for Academic
Purposes (California: Edison-Wesley Publishing Company, 1986), p. 6
16
ideas or information extended by the text. It can be seen that reading is not
only looking at word in the form of graphic symbols but also getting meaning
from word to word or line to line to understand what we read. It means that
2. Aims of Reading
reading for pure recreation and enjoyment, he may read either quickly or
slowly based on the way he likes or feels. But if reads for studying or setting
information such news, science or same line, which are part of his study or
reading for details and fact, reading for main ideas, reading for sequence or
17
A Widyamartaya, Seni Membaca Untuk Studi (Yogyakarta: Kanisius, 1992) p.90
17
a. Reading for details and fact is reading to know what is done by the subject
of the story
story
d. Reading for inference is reading to know what is the writer meant by its
story
18
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge university Press,
1981) p. 4
19
Lester and Allice Crow, How to Study: to Learn Better, Pass Examination, Get better
Grades (USA: Collier Macmillan Publishers, 1976) p.53
18
3. Types of Reading
a. Intensive reading:
activity involving reading for detail. The process of scanning takes a more
prominent role here than skimming. Reader is trying to absorb all the
b. Extensive reading:
ability to understand the component part and their contribution the overall
meaning, usually for one’s own pleasure. This is a fluency activity, mainly
20
Christine Natal, Teaching Reading Skill in A Foreign Language (London: The Nemenn
Educational Ltd, 1982) p.23
19
running one’s eyes over a text to get the gist of it. While, “scanning is
know about what it deals about his reading, that is called “skimming”.
about. He must move his eyes quickly over the text, looking especially at
the main title, the beginning and the end, and the first sentence of
paragraph. In scanning the reader must ask himself weather or not the text
contains what he is looking for and if any, he must find where is located,
he moves also his eyes more or less quickly over the text for specific
items.
4. Reading Comprehension
understand the massage of the author, the students are hoped to have the
understanding the meaning or the point of a topic, F. Dubin, D.E Eskey and
21
Francoise Grellet, op cit., p. 4
20
process involving a number of abilities. The two major abilities concern word
meanings and reasoning with verbal concepts.23 English has been taught as a
foreign language in our country, however, it does not mean that the result of
teaching English in our school is satisfactory, despite the fact that it is taught
continuously for six years at the high school, three years at SMP, and three
years at SMA. Ramelan say that most SMA graduates are still very poor in
There are different lists of skills that they feel are basic to
words.
22
F. Dubin, D.E Eskey and W. Grabbe, op cit, p. 6
23
Dorothy Rubin, Diagnosis and Correction in Reading Instruction, (New York: CBS
College Publishing, 1982) p.207
24
Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992) p.3
25
Dorothy Rubin, op. cit, p.207
21
intellectual ability to master it. There are six basic factors that influence the
a. Background Experiences
comprehending many ideas and activities with which other children are
familiar before they learn in school. For an example, a student who never
sees or hears about the mountain, and in some occasions dealing with it
will find the story hard to follow, so he must have experiences in his
b. Intellectual Abilities
the same textbook and same purpose of reading, the result of reading may
22
be different. The number of ideas that they understand and the depth of
show same reaction or gain the same appreciations as the bright students
c. Language Abilities
of the language, so the students have to master syntax which links deep
d. Affection
students will attend a better understanding to the story about a topic if they
materials better when it matches their own attitudes and beliefs on a topic.
must establish their own purpose before reading and commits the entire
story to memory.
f. Skills of comprehending
comprehension is the skills that the students have developed for that
the complex skills. The teacher give a balanced program, include direct
One reason why children find reading in some subject fields difficult
still just continue our reading in the hope that the word we read is not really
important or that it’s meaning will become clear later on. But sometimes these
word that we passed usually as the key of our reading and understanding. We
26
F. Dubin, op.cit, p. 14
24
can not catch and grasp the idea from our reading as well as possible. So
A. Research Methodology
The purpose of this study is to get empirical data about the correlation
There are two kinds of variables in this research, the first variable is
independent variable (variable X). The second variable is their Reading ability
score which is taken from their comprehension in reading with the texts; we
is carried out by English book for Senior High School and work sheet (LKS-
Lembar Kerja Siswa), while reading comprehension ability was carried out by
25
26
The research was carried out from July 24th up to 1st August, 2006.
English teacher who is teach at the second year of IPS (Social Sciences) of
MAN II Beaks.
4. Method of Study
In completing the data, the writer used the field research. In the field
research, the writer conducted the research for the students at the second year
of MAN II Bekasi. The writer gave a test to the students and asked them to
This research uses the correlation method, with the analysis of Product
find out the significance of the correlation between those two variables,
1
Prof. Drs. Anas Sudijono, op. cit, p. 177-178
27
because they have enough knowledge and motivation in their study and their
There are 123 students they are of IPA I, IPA II, IPS I, and IPS II, that
placed on second year of MAN II Bekasi. From those classes the writer took
one class of class IPS II they are 40 students as an experiment class and also
as sample of this study. The percentage of the sample in this research is 33%.
In completing the data, the next step of this research is collecting the
data; the function of data collecting is to determine the result of the research.
a. Field Research
In this research, the writer gave a test to the students of IPS II at MAN
II Bekasi. This test was focused on the vocabulary test and reading test.
b. Testing
test method. The test is divided into two parts; the first is vocabulary,
instrument used in this research is an objective test, and the writer used one
The alternatives include one correct answer and four wrong answers. There
are four passages and from each passage the writer makes a question on
not detail, and inference. The test of vocabulary is not only based on the
contents of the passage in the textbook but also taken from another book,
From these tests, the writer takes all questions that have significant
correlation with the students’ compulsory book, like New Light Contextual
the questions of the test calculated are relevant to the objective of the course.
their reading ability, the writer uses a Pearson product moment correlations.
29
rxy
xy
x y
2 2
variable Y score.
B. Research Findings
As it has been mentioned in chapter one, the writer used the field
experiment test and analyzed those scores in order to find out whether there is
2
Prof. Drs. Anas Sudijono, op cit, p. 183
30
ability by using the Pearson r formula. So, in total there are 40 scores because
The first score is vocabulary that consists of 20 items and the second
scoring is 5 for each correct answer and 0 for the wrong answer. The data of
vocabulary and reading test score result can be seen in the following tables.
(The form of the test and the result score can be seen in appendix).3
reading comprehension test, the writer uses statistic calculation of the Pearson
Product Moment Formula to analyze the data from the result of vocabulary
test and reading comprehension test. The following table shows the
3
See Appendix 1 and 2, p. 41-44
31
Table 1
The Result of Product Moment Table
No X Y x y by x2 y2
1. 60 55 -2 -1 2 4 1
2. 75 75 13 19 247 169 361
3. 80 65 18 9 162 324 81
4. 50 50 -12 -6 72 144 36
5. 60 50 -2 -6 12 4 36
6. 45 40 -17 -162 272 289 256
7. 70 55 8 -1 -8 64 1
8. 60 55 -2 -1 2 4 1
9. 60 65 -2 9 -18 4 81
10. 80 65 18 9 162 324 81
11. 70 40 8 -16 -128 64 256
12. 55 45 -7 -11 77 49 121
13. 55 55 -7 -1 7 49 1
14. 75 65 13 9 117 169 81
15. 75 70 13 14 182 169 196
16. 65 75 3 19 57 9 361
17. 50 25 -12 -31 372 72 961
18. 45 55 -17 -1 17 289 1
19. 40 45 -22 -11 242 484 121
20. 55 45 -7 -11 77 49 121
21. 65 70 3 14 42 289 196
22. 45 60 -17 4 -68 64 16
23. 70 60 8 4 32 49 16
24. 55 50 -7 -6 42 9 36
25. 50 50 -12 -6 72 144 36
26. 50 50 -12 -6 72 144 36
27. 60 55 -2 -1 2 4 1
28. 60 65 -2 9 -18 4 81
29. 65 80 3 24 72 9 576
32
30. 60 50 -2 -6 12 4 36
31. 65 45 3 -11 -33 9 121
32. 65 45 3 -11 -33 9 121
33. 70 35 8 -21 -168 64 168
34. 75 65 13 9 117 169 81
35. 70 65 8 9 72 64 81
36. 45 60 -17 4 68 289 16
37. 75 65 13 9 117 169 81
38. 70 55 8 -1 -8 64 1
39. 75 60 13 4 52 169 16
40. 65 60 3 4 12 9 16
N=40 2480 2240 0 0 ∑by=4648 ∑x =4459 ∑y =4887
2 2
xy
xy
( x 2 ) ( y 2 )
x 2
SDx
N
4459
40
111,475
= 10.5
y 2
SDy
N
4887
40
33
122,175
= 11.05
r xy
xy
( x 2 ) ( y 2 )
r xy
4648
(4459) (4887)
r xy
4648
21791133
r xy
4648
4668,09
r xy 0,99
df N - nr
= 40-2 = 38
df = degrees of freedom
3. Test of Hypothesis
The writer has mentioned the hypothesis before from the hypothesis,
closer to r table df 40, so the writer took the r table df 40, we get point 0,304
degree. So it means point 0.99 on ro is very high than r table (0.99 > 0.304
and 0.99 > 0,393), from that result, we can conclude that null hypothesis (Ho)
Table 2
The “r” Product Moment Table
between the two variables X and Y is positive, it is 0.99. In another word, the
A. Conclusion
achievement in vocabulary and reading ability, are obtained that the value of ro is
1.00 the degree of freedom (df) is 38. In the table of the degree of significant of
5% and 1% the value of the degree of significant is 0.304 and 0.393. It means that
The writer also concludes that most students are still weak not only in
example using dictionary is very helpful for them to find out the meaning of
words. The writer also finds out that the correlation between vocabulary and
B. Suggestion
in vocabulary are:
1. English teacher is a motivator and stimulator. The teacher should support the
students’ expectation about reading and arouse their interest to increase their
reading comprehension.
36
37
3. The teacher should encourage the students to have and use dictionary as a tool
4. The teacher should also give a high motivation to the students to read more
Burton, S. H. Mastering English Language, London: The Macmillan Press Ltd, 1982
Dubin, F. and Eskey, D. E. and Grabbe, W, Teaching Second Language Reading for
Academic Purposes (California: Edison-Wesley Publishing Company, 1986)
Enong, Azimar and Djalunushah, Tata Bahasa Inggris Modern dalam Tanya jawab
(Jakarta CU. Miswar, 1980)
L. Bond, Guy and Bond Wagner, Eva, Teaching the Child to Read (New York: The
Macmillan Company, 1969)
Lee Field, and Aebersold, Jo Ann, From reader to Reading Teacher, (Cambridge:
Cambridge University Press)
Lester and Crow, Allice, How to Study: To Learn Better, pass Examination, Get
Better Grades (USA: Collier Macmillan publishers, 1976)
38
39
Robinson, H. Alan and B. Smith, Nilla, Reading Instruction for today’s Children,
Second Edition (USA: Prentice-Hall, 1980)
Rubin , Dorothy, Diagnosis and Correction in Reading instruction, (New York: CBS
College Publishing, 1982)
Webster, Merriam, Webster’s New World College Dictionary, 4th Ed, (Cleveland:
Wiley publishing Inc, 2002)