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CHAPTER
I
INTRODUCTION
INTRODUCTION
A.
Background of Study
English
is an international language. Almost all countries have adapted English used as a
compulsory subject at schools. The national education has decided that
English as a foreign language taught in Indonesian schools. It learned 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 teacher, he or she
demands to explore effective techniques, method, and 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 to master some
vocabularies as well as possible.
Vocabulary
is one important aspect in learning a foreign language. With a limited vocabulary anyone will also has
a limited understanding in terms of speaking,
reading, listening, and writing. It is true that it might be impossible to learn a language without mastering vocabulary.
Vocabulary is one of the problems
confronted by English language learners. Because of the limited vocabulary, the learners cannot communicate to
others clearly. Sometimes it is 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
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 better their chance
to do well on an English test.
According
to H. G. Tarigan, "Kualitas keterampilan berbahasa seseorang 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 use the language).
Mastering
vocabulary is the ability to get or to receive a lot of words. By having and
mastering vocabulary we will know the meaning of vocabulary in the context. Measuring
vocabulary helps to avoid making mistakes in understanding.
On
the other hand, foreign students learning English reading text, one lack of
vocabulary, whereas in fact vocabulary is the most important thing in reading skill.
Nowadays, the
ability to comprehend English is necessary for peoplean also to understanding
English, people have to able to communicate English and 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

3
brochures to academic books, newspaper,
advertisements, etc. therefore, the 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 acquisition of reading in a second or foreign
language is priority.3
Reading
is good thing in life because it is a factor of great importance in 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 English materials
for their own special subject.
Being able to read in English
is very important as it is known that success in reading is the most necessary
because it is a basic tool of education. All the subjects in Elementary School
such as mathematics, science, language, and others 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 human being from
other animal.

3 Depdikbud, Kurikulum 1994, GBPP SMU (Jakarta:
Depdikbud, 1994) p.1
And one of the purposes of
teaching English of a foreign language to Indonesian people is that they
can read, grasp the idea and understand the book written in English. To achieve
those purposes, students need a lot of words of English to master. As Norbert
said " vocabulary is one of the most important skills in a
language".4 So to achieve the success in language teaching learning process especially
English, vocabulary is one of important factors in all language teaching.
Based on the description of
vocabulary and reading above, it shows that they have close relation. To
get empirical data about it the writer will organize the test result to prove the influence of
student's achievement in vocabulary and reading. By getting the grades, the writer tries
to find an answer that student's achievement in vocabulary
influencing reading.
B. Limitation and
Formulation of the Problem
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 students' achievement in
vocabulary and reading ability.

5
C. Objective of the Study
The objectives of the study
as below:
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 vocabulary test also have a
good result in reading.
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 formula of Pearson Product Moment Correlation
Coefficient.5
E.
Organization of the Study
This "skripsi" consist of four
chapters. Chapter one is introduction, consisting of background of
the study, limitation and formulation of the problem, the objective of the
study, methodology of research and organization of he study.
Chapter
two is theoretical framework. That is explains vocabulary, definition of
vocabulary, kinds of vocabulary, teaching vocabulary. And also explains reading,
definition of reading, aims of reading, types of reading, reading comprehension,
factors affecting comprehensions, correlation between vocabulary and reading.
Chapter
three is research methodology finding. It involves the purpose of study, place and
time of study, method of study, the technique of sample taking, the technique of
data collecting, the research Instrument, technique of data analysis. In
research finding involves the description of data, the analysis of data, and
test of hypothesis.
Chapter four is conclusion and
suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
In this chapter the writer
wants to explain definition of vocabulary in order to understand a language
the learners have to understand the definition of vocabulary first. It is
difficult to make one definition of vocabulary. So, the writer tries to
take it from some references.
Vocabulary is the "Everest
of language".1 For this reason, a person who wants to
be able to communicate in a certain language has to master the vocabulary of that language for the first time.
Vocabulary as one of the language aspects have to be
learned when people are learning a language. Good mastery of vocabulary is important
for anyone
who learns the language used in listening, speaking, writing, and reading besides
grammar. A learner of the foreign language will speak fluently and accurately, write
easily, or understand what he or she reads or hears if he or she has enough
vocabulary and has a capability of using it accurately. S. H. Burton said:
"without a large vocabulary, it is impossible to
8 use English language precisely and vividly".2According to
Collier "When a student has
mastered the fundamental grammatical patterns of language, his next task is to
master its vocabulary, or at least that of its vocabulary that he need."3
It
is obvious that vocabulary is very important in learning a language, especially English,
because the English vocabulary is extremely large and varies as well. Therefore, it
is highly essential for English teachers to help their students in mastering
vocabulary.
Norbert
Schmitt gave the definition of vocabulary as follows. Vocabulary is a basis of a
language: it is very important to be mastered first. We cannot speak well
and understand written materials if we do not master it. Norbert Schmitt
stated that no matter how successfully the sound of the foreign
language is mastered, without words to express the wider range of
meanings, communication in a foreign language just cannot happen in any meaningful way.4
Longman Dictionary
of Contemporary English defines "vocabulary 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 explanations of their meanings in a book for learning
foreign language".
Webster
has three definition of vocabulary as follows:
1. A list or
collection of words and phrases usually alphabetically arranged and explained or
define.
2. A list or
collection of terms or codes available for use.
3. A sum or stock of
word employed by a language group, individual or work or in a field knowledge.6
In
some literature, we found the meaning of vocabulary. There are some definitions
of vocabulary. A.S. Hornby in "Oxford Advanced Learner's Dictionary of Current English" states that
vocabulary is:
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
Another dictionary,
Webster's New World College
Dictionary, defined vocabulary as a list of words ands, often, phrases,
abbreviations, inflectional form, etc, usually arranged in alphabetical order and
defined or otherwise identified, as in a dictionary or glossary. Vocabulary
is considered as the most important part in learning a language. It is impossible
for the students to read, write and speak a foreign language without having enough
knowledge of the vocabulary. Learning the new vocabulary does not only
mean memorizing the form of the word but also understand its meaning.
2. Kinds of Vocabulary
Vocabulary
varies in the four skills of language, listening, writing, reading and
speaking. Generally, a student will absorb listening and speaking vocabulary before
coming to the reading and writing vocabulary. But in real situation, the
process may change, especially in foreign language teaching. Reading vocabulary
may become the first stage before processing the speaking and listening
vocabulary.
According to the
basis of frequency, vocabulary can be divided into two kinds; there are high
frequency vocabulary and low frequency vocabulary.9

b. The low
frequency vocabulary on the other hand, covers only small
proportion of the running words of a
continuous text, it means that low
frequency
vocabulary is rarely, used in common activity of English
language. This
group includes well over 100.000 word families.
I.S.P Nation calls those
vocabularies as motivated vocabulary and unmotivated vocabulary. Motivated
(active) vocabulary consists of all the 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 use actively, and
2. Words which are not
needed in daily communication.10
From the explanation above,
we can conclude that active vocabulary is all the words used in daily
activities, partly while, passive vocabulary is all the words recognized and
understood, and not necessarily used. 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
in speaking or writing, and it is also called as productive vocabulary,
although in fact it is more difficult to put into practice, its means that to use
the productive vocabulary, the students must to know how to pronounce it
a. Active vocabulary refers to put item which the learner can use appropriately
in speaking or writing, and it is also called as productive vocabulary,
although in fact it is more difficult to put into practice, its means that to use
the productive vocabulary, the students must to know how to pronounce it
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.
b. Passive vocabulary refers
to language items that can be recognized and understood in the context of
reading or listening and also called as receptive vocabulary.
Besides receptive and productive vocabulary, Jo Ann
Aebersold and Marry Lee Field also classified vocabulary into topic-specific or
content- specific
vocabulary. Topic-specific or content-specific vocabulary is the 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, those words can we
call as topic-specific or content-specific vocabulary.
Meanwhile Djalinushah and Azimar Enong divided
vocabulary into two, namely general vocabulary and special vocabulary. General vocabulary
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, profession of
special science and technology.12
From the explanation above,
we know that every experts in every book is different in classifying the kind
of vocabulary, because every person has different way in showing and
telling their opinions and ideas. Some of them who emphasize vocabulary to the
items which the learners can use appropriately in speaking or writing and to the
language items which the learners
can use appropriately in speaking or writing and to the language 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 the different sides and aspects.
3. Teaching Vocabulary
Because of the importance of
vocabulary, it needs a serious attention in learning vocabulary from
both learners and teachers. It becomes a great 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
1. Build a large sight of vocabulary.
2. Integrated new words with previous
words.
3.
Provide
a number of encounters with a word.
4. Promotes deep level of processing.
5. Facilitate imaging.
6. Make new word "real" by connecting
them to the student's word in some way.
7. Use variety
techniques.
8. Encourage independent learning
strategies.
As
it has already mentioned at the beginning that there is no right or 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, experiences and
interest.
B. Reading
1. Definition of
Reading
Reading knowledge
is broadened and well-informed by reading. Reading is really crucial our
knowledge is usually broadened and informed 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
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
There are a lot of
definitions of reading. Linguists give definitions about reading, their opinions about reading vary.
Some of them say
reading is the process to get, to understand, to catch the content of the reading. And also reading is a
process to understand a written text which means
extracting the required information from it as efficiently as possible.
According to Walter R. Hill "Reading is what the reader does to get the meaning
he needs from textual sources."14 Meanwhile Guy L. Bond and Eva Bond Wagner explained the meaning of reading as "the process of acquiring and
author's meaning and of
interpreting, evaluating, and effecting upon those meanings."15
F. Dubin explained the meaning of reading as "reading is primarily a
cognitive process, which means that the brain does
most of the work."16
Those statements above show
the various definitions of reading, they mean generally. Reading means a
complex process of thinking in assigning meaning from printed materials
which involve most of the reader's intellectual act such as
pronunciation and comprehension in order to receive 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 reading is a process to
understand the text content and to get information.
2. Aims of Reading
A person may read for many
purposes, and purpose helps to understand more what is read by people. If he is reading for pleasure or 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 assignment he does it very slowly and carefully.
According to Paul S. Anderson, there are seven aims of
reading, reading for details and fact, reading for main ideas, reading for
sequence or organization, reading for inference, reading for classifying, reading for
evaluating
and reading for comparing of contest.
a. Reading for
details and fact is reading to know what is done by the subject of the story
b.
Reading for main ideas is reading to get the problem
statement
c. Reading for
sequence of organization is reading to know each part of the story
d. Reading for
inference is reading to know what is the writer meant by its story
e.
Reading for classifying is reading to find unusual things
f.
Reading for evaluating is reading to know the value of the
story
g. Reading for
comparing or contest is reading to compare the way of life of the story with the
way of life of the reader.
Another author said that the
aim of reading is:
a.
Reading for pleasure
b. Reading for
information (in order to find out something or in order to do something with the
information you get).18
Meanwhile Lester and Allice
Crow classified two general purposes. These purposes includes; Leisure-time reading and
more serious reading
1. Leisure-time
reading. It is reading for enjoyment which may vary in to follow your favorite
sport, comic, article, and movie program.
2. More serious
reading. It is reading to study for a goal such as to obtain factual information
and solve problems.
3.
Types of Reading
Depending
on the purposes of reading it also can be classified into two types of
activities, intensive and extensive reading.20
a.
Intensive reading:
Intensive reading means
reading shorter texts to extract specific information. This activity is
likely more to emphasize the accuracy activity involving reading for detail. The process
of scanning takes a more prominent role here than skimming. Reader is trying to
absorb all the information given, example: Reading dosage instruction for medicine.
b.
Extensive reading:

In
other words Francoise Grellet defines that "skimming is quickly running one's
eyes over a text to get the gist of it. While, "scanning is quickly going through a
text to find a particular piece of information."21
So
if a person wants to get an address, phone number, a date in a book over
paragraph in order to locate a special piece of information, that activities is called "scanning" but if he
reads all the passage in order to know about
what it deals about his reading, that is called "skimming".
In skimming a reader must ask himself
what the text is talked 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
The essence of
reading act is comprehension: it becomes a primary challenge in teaching or
learning of reading skill. In order to learn or understand the massage of the author, the students are
hoped to have the ability to comprehend the
written textbook. Comprehension means understanding
the meaning or the point of a topic, F. Dubin, D.E Eskey and
W. Grabe show a
more specific explanation, comprehension means relating what we do not know
or new information, which is not random collection of facts but a "theory of a world" in each of our
heads.22
Reading
with comprehension means to understand what has been read. Dorothy Rubin
states that reading comprehension is a complex intellectual 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 their reading
comprehension, since they cannot usually read or understand articles in English
dailies.24
There are different lists of skills that they feel are
basic to understanding. The skills usually listed are as follows:25
1.
React to the sensory images (visual, kinesthetic, taste, smell) suggested by words.
2.
Interpret
verbal connotations and denotations.
3.
Recognize and understand the writer's purpose.
4.
Determine whether the text affirms, denies, or fails to
express an opinion about a supposed fact or condition.
5.
Identify the antecedents of such words as who, some, or
they.
5.
Factors Affecting Comprehensions
As
it has already been shown, reading comprehension need some intellectual
ability to master it. There are six basic factors that influence the students' ability in
comprehending written materials.
a. Background
Experiences
Students
who have little experience may have some difficulties in 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 background that enables
him to bring personal meaning to the events an feelings if the story.
b. Intellectual
Abilities
Second
aspect of comprehension is the students' ability to think, it all depends on his intellectual
development. Although the teacher gives the
same textbook and same purpose of reading, the result of reading may
be different. The
number of ideas that they understand and the depth of their understanding will
be largely dependent upon their general capacity to learn. The slow learning
or dull-normal students cannot be expected to show same reaction or gain the
same appreciations as the bright students when they read together for pleasure
or to gain information.
c. Language Abilities
The third aspect is
the students' language abilities,
including semantics or word meaning and grasp of syntax. Understanding of semantics comes
from experience with words in various, personally meaningful settings. A grasp
of syntax is needed to recover the structure of the language, so the
students have to master syntax which links deep and surface structure.
d. Affection
Such
as personal interest, motivation, attitudes, beliefs, feelings; students will
attend a better understanding to the story about a topic if they find personally
interesting. The cause of greater understanding is also affected by reader's attitude and
beliefs, readers could understand materials better when it matches their own attitudes
and beliefs on a topic. This affection is usually linked to each other.
e.
The purpose of reading
This fifth factor also
determines the comprehension ability, student could also have difficulties
to understand the story if he reads it with no particular purpose in mind.
Comprehension is always directed and controlled by the needs and purposes of an
individual.26 If that so, they must establish their own purpose
before reading and commits the entire story to memory.
f. Skills of
comprehending
Another factor which influences the depth and the
amount of comprehension is
the skills that the students have developed for that purpose; the ability to comprehend develops gradually from the simple to
the complex skills. The teacher give
a balanced program, include direct teaching
of techniques which will aid the student in developing attitudes and skill of thoughtful, purposeful reading.
6. Correlation
between Vocabulary and Reading
One reason why children find reading in some subject
fields difficult because of their lack of vocabulary. Whereas in fact of
vocabulary is the most important thing in reading skill. Most of us if we find
the difficult word, we 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
can not catch and grasp the
idea from our reading as well as possible. So looking up the difficult words
in dictionary is better for us.
NB : INGIN BAB 3 4 DAN 5 SILAHKAN TEMAN-TEMAN REQUEST DIKOLOM KOMENTAR DENGAN MENINGGALKAN E-MAIL .............
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please help bro
ReplyDeletedwimargono8@gmail.com
mohon ya dituliskan chapter 3,4,5 + referensi nya.
ReplyDeletesebelumnya terimakasih and help me pleaseee!!
nurulhidayah 199092
@nurhidayah >> mohon tinggalkan e-mailnya. agar sy dapat kirim ke e-mailnya. thanks udh berkunjung
ReplyDeleteHelp me izzuddinmoh@gmail.com referensi chpter 3,4 and 5
ReplyDeletethankz before
Help me izzuddinmoh@gmail.com chpter 3,4,5 and referensi
ReplyDeletethankz before
chapter 3 dunk .. untuk referensi membuat proposal ddirascliquers@ymail.com
ReplyDeletetolong masnya .
ReplyDeletesaya butuh chapter 3 saja unntuk pembuatan propsal
sariiras799@gmail.com / diirascliquers@ymail.com