= 5.83 It can be seen from that calculation of t value, the result of ‘to’ is about 5.83
by df is 28, the result of ‘to’ can be compared to ‘t’ table in the significance level 0f 5 is 2.048.
From test significance by comparing ‘to’ and t table, the correlation can also be meant as follow:
In 5 : to t table = 5.83 2.048 It was shown from that calculation that ‘to’ is higher than ‘t’ table, therefore the
correlation is accepted. In addition, to know the contribution of variable X to variable Y, it can be
found coefficient determinant by this formula: KP = r
2
X 100 In which:
KP: coefficient determinant r: coefficient correlation
Therefore, KP = 0.74
2
X 100 = 0.5476 X 100
= 54.76 It means that vocabulary contributes to reading as much 54.76 and the remain
about 45.24 was given by other variables, for instance students’ motivation in reading, students’ health or concentration when they got test, background
knowledge of descriptive text, etc. The above calculations show that the correlation of studen
ts’ mastery in vocabulary variable X and their reading comprehension variable Y of
descriptive text is significant because the correlation is strong. It can be seen on the table as bellow:
Table 4.4 The Interpretation of Coefficient Correlation of Value r
1
Coefficient interval Degrees of correlation
0.800-1.000 Very strong
0.60-0.799 Strong
0.40-0.599 Strong enough
0.20-0.399 Weaklow
0.00-0.199 Very weaklow
C.
The Test of Hypothesis
The research is to see the correlation between vocabulary mastery and reading comprehension of students. To test the hypothesis, the writer proposed an
alternative hypothesis ha and null hypothesis ho as bellow: Ha: ro rt
Ho: ro rt 1.
The statistic hypothesis state that alternative hypothesis ha is accepted if ro is higher than rt ro rt. It can be seen that ro 0.74 is higher than
rt 0.374. It indicates that alternative hypothesis is accepted. 2.
Meanwhile, null hypothesis ho is rejected because ro 0.74 is higher than rt 0.374.
D. The interpretation of Data
Based on the above calculation, the correlation which is got is 0.74. This value does not have negative mark. Therefore the correlation between variable X
vocabulary and variable Y reading comprehension have positive correlation. It can be meant that students with high vocabulary of descriptive text can have good
comprehension in reading descriptive text. Besides that, the value of 0.74 is between the intervals 0.60-0.799. The table
4.4 shows that the correlation is strong. It can be indicated that vocabulary determines the students’ comprehension when they are reading descriptive text.
1
Riduwan and Sunarto, Pengantar Statistika untuk Penelitian Pendidikan, Sosial, Ekonomi, Komunikasi dan Bisnis, Bandung: Alfabeta, 2011, p.81.
Moreover, the value of ‘ro’ which is compared with ‘rt’, in fact, is higher than ‘rt’. This case can be seen in significance of 5 that ‘rt’ has 0.374; meanwhile ‘ro’ has
0.74. Therefore, ‘ro’ is higher than ‘rt’. In addition, the result of comparing ‘to’ and t table also shows that ‘to’ is 5.83 and t table in significance 5 is 2.048. It
me ans that ‘to’ is higher than t table. These cases demonstrate that there is a
positive and strong correlation between students’ mastery in vocabulary and their reading comprehension of descriptive text.
Then, the coefficient determinant which is got is about 54.76. This value indicates that the contribution of vocabulary to reading comprehension of
descriptive text is high. In other words, it can be stated that a student with high score on vocabulary is likely to have a high score on reading, and a student with a
low score on vocabulary is likely to have a low score on reading. However, based on the coefficient determinant which is got about 54.76,
there is 45.24 as the remains. This remains shows that there is other factors which influence the reading comprehension of descriptive text. Those factors can
be students’ motivation, students’ interest in reading, students’ background knowledge, their health or concentration when they are reading, etc that influences
their comprehension of reading descriptive text.
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CHAPTER V CONCLUSSIONAND SUGGESTION
A.
Conclusion
This study is proposed to see the correlation between students’ mastery in
vocabulary and their reading comprehension of descriptive text. Based on the data that has been analyzed, the coefficient correlation ro that has been got is 0.74.
This value of ‘ro’ shows that the correlation is strong. Then, this value of ‘ro’ is compared with ‘rt’, in which the result of ‘rt’ is 0.374 for significance 5.
Therefore, ‘ro’ is higher than ‘rt’ 0.74 0.374. Then, the result of comparison ‘to’ and t table shows that ‘to’ is 5.83 and t table in significance 5 is 2.048. It
means that ‘to’ is higher than t table. These results of ‘ro’ and ‘to’, prove that the
correlation is significant. Then, the result of coefficient determinant KP is 54.76, in which this value describes the contribution of vocabulary to reading
comprehension of descriptive text is high. Meanwhile, the remains of KP is about 45.24 shows that there are other factors that affect the comprehension of reading
descriptive text; such as students’ concentration, students’ motivation, or students’ background knowledge of the text, etc.
Therefore, based on the results of those statistic calculations, it can be concluded that there is a positive and strong correlation between students’ mastery
in vocabulary and their reading comprehension of descriptive text. It represents that vocabulary determine and influence students’ reading comprehension of
descriptive text.
B. Suggestion
From this research, the writer intends to off
er some suggestions in teaching and learning vocabulary and reading skill. The suggestions hopefully can improve the
quality of teaching and learning English for English teachers and learners. The suggestions as follow:
1. The teacher should support students to get input of vocabulary to facilitate
comprehension of reading.
2. The teacher should introduce the vocabulary not only in single word but
also in a context that can create the meaning of the sentences. 3.
The teacher should know and able to apply a good method in teaching reading, because reading is an active activity.
4. The teacher should introduce and explain parts of descriptive text in detail.
5. Students should give the exercises intensively and extensively in reading
descriptive text. 6.
The students are suggested to have dictionary to facilitate them knowing the vocabulary.
7. The teacher should always give the high motivation to students to improve
their reading skill.
