The students’ mastery of vocabulary is closely related to their reading comprehension. It is proven
by the findings in Furqon’s research in 2013. The findings show that
there is a strong correlation between students’ vocabulary mastery and their reading comprehension. This study concludes that vocabulary
mastery is contributive in helping the students to comprehend the text. The same result is from Karina, 2014 which shows that there is a significance correlation
between the students’ vocabulary mastery and their reading ability. It means that vocabulary mastery and reading comprehension is closely related since
vocabulary gives positive contributions on students’ reading comprehension.
2.1.6 Reading Comprehension
This part provides supporting theories in three divisions. This section is aimed at supporting reading comprehension theory. The three elements are
definitions of reading comprehension, types of reading comprehension, and the process of reading comprehension, which can be clearly seen in the following
explanations.
2.1.6.1 Definitions of reading comprehension
Mostly, reading is the main step to improve knowledge. Reading can be defined is the ability to understand texts. It plays an important role in mastering
other language skills especially in language learning Fitriana et al., 2011. Reading is defined by Farell, 2009 as a process to get information from a written
text and the process does not involve changing written language into spoken language. The process of constructing meaning achieved through dynamic
instruction is considered as reading. It is based on several aspects. They are reader’s prior knowledge, the information suggested by the text, and the context
of the reading situation Klingner, Sharon and Alison, 2007. As Armbruster and Osborn 2002 state, reading is defined as a process that the readers find and build
meaning. Then, they comprehend the meaning by connecting what they have read to their own background knowledge.
Reading consists of two related processes. They are word recognition and comprehension. Word recognition refers to the process of perceiving how written
symbols correspond to one’s spoken language. Comprehension is the process of making sense of words sentences and connected text Fitriana et al., 2011. It is
supported by Furqon 2013, he states that comprehension can be achieved when a reader succeds to extract the useful knowledge from a text and constructs the
knowledge into his new own understanding. Practically, reading is defined as equal with reading comprehension. It can
be described as a complex behavior consisting conscious and unconscious use of varieties of strategies. The strategies are problem-solving strategies in order to
construct the meaning model that the writer is pretended to have intended Mikulecky, 1990. Reading comprehension is considered as the first point that
needs to be related to the process of reading. Knowledge is the vital component for obtaining comprehension. It is closely related to what students have not
recognized or their new information and what they previously have recognized Simanjuntak, 1988.
According to Hill 2011, comprehension is an interactive and strategic process that is completely developed then it results in reading fluency. It can be
also defined as a process when the readers are constructing meaning in a text by PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
