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D. Formulation of the Problem
Based on the problem limitation above that refers to contribution, the problems of this research are formulated in the form of correlation as follows:
Is there any positive correlation between vocabulary mastery and reading comprehension of the eighth grade students of SMP Negeri 4 Wates in the
academic year of 20132014?
E. Objectives of the Research
Based on the problem statement above, the objectives of this research is to know whether there is a positive correlation between vocabulary mastery and
reading comprehension of the eighth grade students of SMP Negeri 4 Wates in the academic year of 20132014.
F. Significance of the Research
There are some advantages that hopefully could be gained from this study: 1.
The result of this research provides the writer an understanding whether the students’ vocabulary mastery have the contribution to the students’
reading comprehension. 2.
It is expected that this study will stimulate other researchers to conduct studies in similar fields.
3. For English teachers, the result of this study will hopefully be an input to
improve teaching learning process especially in teaching and learning reading s
kill by giving more attention on the improvement of students’ vocabulary mastery, and students’ motivation in learning process.
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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review
1. Theory of Reading a. The Nature of Reading
Before defining what reading comprehension is, it is better to know first what ismeant by reading. Reading is to process text meaning through some
process of interaction with print Alderson, 2000:1. In line with that, reading is also defined as a process of understanding written texts. It is a complex
activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition
refers to the process of perceiving how written symbols correspond to one’s spoken language. It is also stated word recognition is a process of accessing
and recognizing individual words Lems, Miller, and Soro, 2010:65. According to Rumelhart in Aebersold and Field 1997:5 reading involves
the reader, the text and the interaction between the reader and the text. In addition, Williams and Robert 1996:2 affirms that reading is a process to
gain understanding by looking at what had been written. It means that reading is process of obtaining meaning from written texts.
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Furthermore, Birch 2002:4 considers reading as an interactive activity in three ways:
1 The different processing strategies, both top and bottom, along with the
knowledge base, interactwith each other to accomplish the reading. 2
The readers mind interacts with the written text so that the reader can understand the message.
3 The reader interacts indirectly with the writer of the text across time and
space because it is the writer who is communicating the information to the readers, but if the reader who must grasp the information from the writer.
Another definition of reading is stated by Celce-Murcia 2001:119, that reading skill is a process of trying to understand a written text. The reader has
to perform a number of simultaneous 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. Meanwhile, Nunan 2003:68 states that reading is a fluent process of
readers combining information from a text and their own background knowledge to build meaning. The goal of reading is comprehension.
From the definitions above, reading can be described as the process of extracting information interactively from printed texts or written language in
order to reach comprehension.
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