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CHAPTER. I
A. Background of Study
1
3. Finding reference
Reference is the intentional use of one thing to indicate something else in
which one provides the information necessary to interpret the other. Finding
reference means interpreting and determining one linguistic expression to
another.
4. Finding inference
Inference is good guess or conclusion drawn based on the logic of passage.
Finding inference means the reader imply the sentences or passages
understand and conclude it logically.
5. Understanding vocabulary
Understanding vocabulary means comprehend what the words mean. When
vocabulary mastery improves, comprehending will be deeper. Since
comprehension is ultimate goal of reading, the reader cannot overestimate the
importance of vocabulary development. Reading a book, an article, or
passage in English for some students is (sometimes) not an easy work. It
relates to some factors, one of them is their lack of vocabulary.
4. Distribute word
Distribute word are those are distribute in use according to grammatical
matter as presence of a negative such as either, too, or, yet. Another
important factor is the knowledge of grammar. The knowledge of grammar is
important in mastering a language because grammar intersects and overlaps
with the four language skills. The lack of knowledge of grammar will result
in the grammatically incorrect sentences which can lead to misunderstanding
of what one is saying or writing. Further, knowledge of grammar is important
in comprehension because complexity of grammar can cause difficulty.
Baldwin (1985) states that reading a text is an interactive process of the
grammar competence owned by the reader. It is also to say that grammar
gives high contribution to students’ reading comprehension as well.
Regarding to the explanation above, it is reasonable because reading
comprehension is naturally different skill to achieve, because of some crucial
factors such as grammar,vocabulary, reading interest, etc.
B. Research Question
1. Is there any correlation between students’ grammar mastery and their reading
ability?
2. Is there any correlation between students’ vocabulary mastery and their
reading ability?
3. Is there any shared correlation between students’ grammar and vocabulary
mastery and their reading ability
A. LITERATURE REVIEW
The Definition of Reading
There are many definitions of reading, Spratt, Pulverness and Williams
(2005:21) defines reading as the one of the four language skills (reading,
listening, writing and speaking) that is categorized as a receptive skill. It is so,
due to it involves responding rather than producing the text.
According to Nunan (2003:68), reading is a fluent process of readers
combining information from a text and their own background knowledge to
build meaning. Therefore, the goal of reading is comprehension.
Another definition of reading is stated by Celce-Muria (2001:119), that
reading skill is a process of trying to understand a written text. The reader has to
perform a number of simultaneously tasks: decode the message by recognizing
the written sign interpret the message by assigning meaning to the string of
words and understand what the author‘s intention was.
According to Grellet, reading is an active skill, it constantly involves guessing,
predicting, checking and asking oneself questions. (2003:8) Further, reading is
considered as an interactive process between a reader and a text that leads to
automaticity or reading fluency (Alyousef, 2005:144). In this process, the reader
interacts dynamically with the text as he/she tries to elicit the meaning, and
various kinds of knowledge being used are linguistic or systemic knowledge
(through bottom up processing) as well as schematic knowledge (through top
down processing).
In support to the definition above, Griffiths, Sohlber, and Biancarosa
(2011:6) propose reading as an iterative, interactive process. It combines two
processes, i.e. bottom up and top down processes that are simultaneously related
to word identification and comprehension. Regarding comprehension, this
argument is reinforced by Anastasiou and Griva (2004:283) that define reading
as a complex process including a combination of perceptual, psycholinguistics
and cognitive abilities that has three key components such as accuracy, fluency
(involves time), and comprehension.
In line with Anastasiou and Griva that involve fluency as one of three
components of reading supporting a reading process, Anderson in Ueta (2005:4)
includes fluency as a part of reading. He states that reading is anactive process,
fluent process, which involves the reader and the reading materials in building
meaning. Meaning does not reside on the printed page, nor is it only in the
reader. Furthermore, Urquhart and Weir (1988) in Ueta (2005:4) explore the
definition of reading as the process of receiving and interpreting information
encoded in language form. The language form can be in sentences or texts.
In summary, reading is an activity of receiving information through some
stages of thinking process such as decoding, interpreting and understanding
written text in order to achieve a certain purpose. Because it is the process of
receiving information, reading is considered as receptive skill.
The Definition of Grammar Larsen and Freeman in Brown (2001:362) state that
language has three dimensions, i.e. grammar (the form or the structure of
language), semantics (meanings), and pragmatics which are interconnected. Ur
(2009:75) defines grammar in general as ―the way words are put together to
make a correct sentence.
According to Brown (2001:362), grammar is the system of rules governing
the conventional arrangement and relationship of words in a sentence. It
includes rules of word order, verb and noun systems, modifier, phrases, clauses,
etc. A grammar of a language aims to present in a precise and explicit form just
those facts about the language that the speakers know intuitively. In more
technical terms, grammar is a system of rules that specifies the class of
phonetically possible utterances that are well formed in the language.
Cook & Suter in Cox (1998:2) states that a grammar is a written description
of the rules of the language. Weaver in Cox (1998: 385-386) proposes: 35
1) Sentence Structure: Grammar often simply refers to word order, the functions
of words and the grammatical endings of words in a language.
2) Usage: socially acceptable and prestigious language use is often referred to as
good grammar: ―bad grammar often means the use of language forms and
constructions that are not acceptable to many people.
3) Description: many linguists have attempted to classify and describe the
syntactic structure of a language, which they call a ―grammar.
4) A Process: Psycholinguists have tried to describe how people are able to
create and understand sentences in a language; they refer to this process as a
―grammar
5) A set of Rules: In education, grammar has often been thought of as a set of
rules for teaching students about some combination of the meanings above as
well as pronunciation and whatever else teachers thought would help students
speak and write correctly.
The First previous study, The technique used to collect data in this study is
achievement test. Achievement test is a test meant to measure acquisition of
skill (Algarabel and Dasi, 2001). Through this technique, the information about
students’ ability in reading comprehension and vocabulary mastery is expected
to be obtained. The test contains 50 questions, twenty five questions are the
questions to measure students’ reading comprehension and the other twenty five
are to measure students’ vocabulary mastery. The test was taken from 2006-
2010 UAN test items (UAN questions is a standardized test for Indonesian
students). So, it is reasonable to be an instrument in this research. It was
constructed in multiplechoice questions.
Students’ Reading Comprehension Score After calculating the data from
achievement test, the result shows that 11 students were included into excellent
category. It indicated that most of the students have good reading abilities. They
have abilities and strategies of reading. Almost all reading questions can be
answered by the students in this category. There were 9 students included into
good category. This category shows that students have the ability to comprehend
the texts but not as well as students in the excellent category. There were 10
students included into average category. In this category, the ability and strategy
of students in comprehending a text are not good enough. Especially on implicit
questions, a lot of students cannot answer correctly. There were 4 students
included into poor category.
120%
100%
80% excellent
good
60%
average
40%
poor
20%
0%
implicit explicit
C. THE POSITIONING
According to three previous above three were some similarity and differences
with the topic. The similarity is all previous study collect the data use SPSS. The
researcher to collect the data use the test and the differences that can be found
from the three previous studies are the three have the different goals. the three
previous studies have different titles and places.
CHAPTER. III
This chapter discusses the design of this research, how to collect data,
population and sample, data collecting technique, the procedures of the research,
scoring system and data analysis.
A. SUBJECTS
The subjects for this study are Second grade students with learning vocabulary,
grammar in their reading ability from the Senior High School. These are all of the
students at the Senior High who are identify as having a learning vocabulary,
grammar in their reading ability as their primary disability. Because the total
population of students whose primary disability is a learning vocabulary, grammar in
their reading ability is so small, the entire group usual rather than selecting a smaller
sample from the total group
B. RESEARCH PROCEDURE
In conducting the research, there were some procedures that apply for taking the
data :
1. Determining the problem
In order to determine the problem, the writer read the books that are relate to
the topic under discussion.
2. Determining the instrument
In this research, the writer used instrument in order to be able to be analyze.
The instruments are vocabulary test, consisting of 25 items, grammar test
consisting 25 and reading comprehension which consists of 50 items.
3. Finding the sample
The sample of this research determine though simple random probably
sampling. There are ten class of the second grade of SMAN 1. However only
class XI MIA 2 had a chance to become the sample of this research.
4. Try out the instrument
Before distributing the instruments, the writer distribute the try out test to them
in order to guarantee the result to be more valid.
5. Distribute the instrument
Both of the instruments would be distribute on the same day.
6. Scoring the students’
The writer score the students’ work in order to get data.
7. Analyzed the data
The writer analyze the data whether there is correlation between students’
grammar and vocabulary mastery and their reading ability.
C. DATA COLLECTING
Try out test is administer to determine the quality of the test that will be
used to collect the data. In order to determine the quality of the test whether the
instruments are valid, the writer try out the instruments to measure the validity,
reliability, discriminating power and level of difficulty. The writer give 100
items for tryout test. After giving a try out test, the writer find if the question is
significant or not. Furthermore the significant questions will be teste again to
find the correlation between students’ grammar and vocabulary mastery and
their reading ability.
Grammar test
The grammar test that used in this research consist of 25 items. In order to
find out whether the test was suitable to be used in real research, the test try
out to 35 students of XI MIA 2 class of SMA N 1 Tumijajar. So that, there are
no items of questions that has to be drop out since the reliability is sufficient
(0.795) (see Appendix 4). The reliability of the test is gain by using
cronbarch’s alpha. From the calculation, it is find that the grammar test is
suitable to be used in the real sample because the reliability is high (Hatch and
Farhady, 1982:22).
3) Vocabulary test
The writer give the try out test to class XI MIA 2 which consist 35 students.
The try out test of grammar consist of 25 items. The highest score on
vocabulary test is 90 and the lowest score is 33, the mean of score is 64, the
median score is 63, which insert that half students score below 63. Meanwhile
the mode 40 is 87 which there are six student score 87 in completing the test.
Below is the table of frequency of students’ score in tryout class.
5) Reading test
The reading test that used in this research consist of 30 items. In order to
find out whether the test is suitable to be used in real research, the test try out
to 38 students of XI MIA 2 class of SMA N 1. The result of the test present in
the appendix 3, it is find that the reliability of reading test (r) is 0.678 (see
Appendix 4). The reliability of the test is gain by using cronbarch’s alpha.
From the calculation, it is find that the reading test is suitable to be used in
the real sample because the reliability was high level (Setiyadi, 2006).
D. DATA VALIDITY OF THE TEST
The test can be valid if it measures the object to be measure and suitable for the
criteria (Hatch and Farhady, 1982:250). There are three basic types of validity:
content validity, construct validity, and criterion relate validity. This research refer
to the content validity. Content validity is extent to which the test measures a
representative sample of the subject matter content. Besides that, construct validity
is concerned with whether the test is actually in line with the theory of what it
means to know the language (Shohamy, 1985:74).
1. Validity of Grammar Test
The validity of the grammar test refer to the content and construct validity
in which the questions represent three sorts of grammar skills, they are
identifying adjective clauses, identifying verb, and identifying the sentences.
They were parallel to the skill require by the language curriculum. The test try
out to the students whose level is equal to sample of the research.
No Questions of Items number Total %
grammar test items
1. Adjective 4,9 2 7%
clauses
2. Grammatical 3,5,6,7,10,11,19,20,21,22,23, 13 60%
tense 24,25
3. Adverb 1,2,8,12,13,14,15,16,17,18 10 33%
connectors
Total 25 100%
The validity of the vocabulary test refer to the content and construct validity
in which the questions represent three kinds of vocabulary. They are Verb, noun,
and adjective.
Table 5. Specification of vocabulary test
No Part of speech Items number Total items %
1. Verb 5,7,10,11,13, 5 20%
2. Noun 2,4,8,,14,15 5 20%
3. Adjective 1,3,9,16,19 5 20%
4. Adverb 6,18,23,25,21 5 20%
5. Prepositional Phrase 12,17,20,22,24 5 20%
Total 25 100%
The questions of reading test represent five sorts of reading skills that we
are know that quite the same as the reading skill. They determine main idea,
identifying specific information, inference, reference, and vocabulary. They are
parallel to the skill require by the language curriculum. The test try out to the
students whose level is equal to the subject of the research.
E. Data Analysis
The population of this research was the first year students of SMAN 1
Tumijajar. There are ten classes of the second grade students and whole of
classes consist of about 350 students. In this research, the writer determine the
sample by using simple random sampling technique, because every student in
the population get the same opportunity to be choose or to be sample of the
research. The writer take class XI-MIA 2 consisting of 35 students as the sample
and class XI-MIA 3 consisting of 35 students as the try out class.
2) Variables
In this research, there are two variables: independent (X) and dependent
variables (Y). The independent variables of this research are students’ grammar
mastery (X1) and vocabulary mastery (variable X2). While the dependent
variable is reading ability (variable Y).
The correlation of the variables is illustrate as follows:
X1 Where: X1 = grammar mastery
Y X2 = vocabulary mastery
X2 Y = reading ability
(Hatch and Farhady, 1982:27)
After conducting the test, the writer analyze the data. It is used to identify
whether there was positive significant correlation between students’ grammar
mastery and vocabulary mastery and their reading ability. Normality is used to
measure whether the data are normally distribute or not. The writer used SPSS
to analyze the data. The hypothesis for the normality tes was as follows:
Ho : the data is not distribute normally
H1 : the data is distribute normally
In this research, 1 H is accept if p > α ( p = the significant score of students,
α =the significant level), and the writer used level of significance of 0.05. The
data are correlate by using Pearson Product Moment Correlation (SPSS) in order
to investigate whether there was any correlation or not.
In order to know the coefficient correlation between students’ vocabulary
mastery and their reading comprehension, the researcher calculate the data by
using Pearson Product Moment Correlation in SPPS 16.
Based on the calculation, the researcher find that the coefficient correlation
between students’ vocabulary mastery and their reading comprehension is
.839.The coefficient correlation is higher that the critical value of rtable
(.839>.32). The statistical analysis also show that the correlation between
students’ vocabulary mastery and their reading comprehension was significant
(p< .01; p=.000).Therefore, the null hypothesis (H01) is reject and the
alternative hypothesis (H1) is accept. The result of this research show that
student’s vocabulary mastery significant correlates with their reading
comprehension. It indicate that vocabulary mastery and reading comprehension
cannot separate each other.
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RESEARCH PROPOSAL
THE CORRELATION BETWEEN STUDENTS’ GRAMMAR
MASTERY AND VOCABULARY MASTERY IN THEIR
READING ABILITY
Name : ROSA TRI HANDAYANI
NIM : A 320150226
Class : 4J