Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
A CORRELATIONAL STUDY BETWEEN THE STUDENTS’
MASTERY OF VOCABULARY AND SIMPLE PAST TENSE
TOWARD THEIR ABILITY IN READING NARRATIVE TEXT
(The Study of the Tenth Grade Students of SMA Muhammadiyah Plus
Salatiga in the Academic Year of 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Written by :
FITRI HANDAYANI
113-13-134
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017
MOTTO
“A person who never made a mistake never tried anything new.”
― Albert Einstein
“Build a dream and the dream will build you.”
―Robert Schuller
DEDICATION
This graduating paper sincerely dedicated for:
1. Allah SWT, My Lord My God Almighty thanks for guiding me to face everything in this life
2. My beloved parents, my father Mr. Sukirman and my lovely mother Mrs.
Istiyah, thanks for always supports me and being my best supporter in every conditions, thanks for the motivations, finance, and also everlasting prayer.
3. My beloved brothers, Imam Efendi and M. Choirul Amri I love you so much.
4. PBI E 2013 specially for all member of “Jeneng Group”, thanks for the supports, for your help to finish this graduating paper
5. My senior high school friends, Arbi Caraka and Yemima Eva. Bunch of thanks for you guys has accompany me until now, for being my diary and thanks for love me just the way I am. I love you so much
6. All of my friends and the other great person that cannot be mention one by one
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidances, advices, helps, and encouragements from individual and institution, and the writer somehow realize that an appropriate moment for me to deepest gratitude for:
Rahmat Hariyadi, M. Pd,as the Rector of State Institute for Islamic Studies 1. (IAIN) Salatiga Suwardi, M. Pd,as the Dean of Teacher Training and Education Faculty
2. Noor Malihah, Ph. D,as the Head of English Education Department 3.
4. Rr. Dewi Wahyu M., S.S., M.Pd, as a counselor who has educated, supported,
directed and given the researcher advices, suggestions, and recommendations for this thesis from beginning until the end.
5. Farrah Zakiyah Anwar, S.PdI, as the English teacher of SMA Muhammadiyah (Plus) Salatiga who has worked together with me to do the research in her class
6. All of the lecturers in English Education Department, thanks for your education
All of the staffs who have helped the researcher in processing of graduating 7. paper administration My beloved family who always supports me
8. My best friends who always motivate me 9.
10. All of my friends from E class of TBI 2013
11. All of XA and XB students of SMA Muhammadiyah (Plus) Salatiga who are patiently become the subject of the research
Finally, this graduating paper is expected to be able to provide useful knowledge and information for the readers. Furthermore, the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.
th
Salatiga, September14 ,2017 The Writer
Fitri Handayani NIM. 113-13-134
ABSTRACT
Handayani, Fitri. 2017. A CORRELATIONAL STUDY BETWEEN THE
STUDENTS’ MASTERY OF VOCABULARY AND SIMPLE PAST TENSE
TOWARD THEIR ABILITY IN READING NARRATIVE TEXT (The
Study of the Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in
the Academic Year of 2016/2017). Counselor: Rr. Dewi Wahyu M., S.S., M.Pd.
Keywords: Vocabulary, Simple Past Tense, Reading, Narrative Text
The writer focused on the students‟ masteryof vocabulary and simple past tense toward their ability in reading narrative text. It had an aim to find out how far the students‟ vocabulary mastery and simple past tense, how far the students‟ ability in reading narrative text and how far the correlation of both variables. The writer was done the research of the tenth grade students of SMA Muhammadiyah Plus Salatiga in XA Class and XB Class as subject of the research. The writer used random sampling in which the sample is approached with a prior purpose in mind and the criteria of the included elements in the study is predefined. The writer choose XB Class as sample. The writer conducted the pilot of the study first before doing the research in order to provide the valid and reliable test instrument. The writer conduct two test whch is helped the writer to find out the data. The first test is us ed to find the result of students‟ vocabulary mastery and simple past tense, and the second test is use to find out the students‟ ability in reading narrative text. Based on the result, showed that students‟ vocabulary mastery and simple past tense was at fair level with the mean score was 65.02. Then, for students‟ ability in reading narrative text was at god level with the meanscore was 70.625. At last, the calculation showed how far the score of influence between two variables. The number 0.464 showed positive and significant correlation at moderate pulpill.
TABLE OF CONTENTS
TITLE PAGE ............................................................................................ i DECLARATION ...................................................................................... ii ATTENTIVE COUNSELOR‟S NOTES ...................................................... iii STATEMENT OF CERTIFICATION ...................................................... iv MOTTO ..................................................................................................... v DEDICATION .......................................................................................... vi ACKNOWLEDGMENT ........................................................................... vii ABSTRACK .............................................................................................. ix TABLE OF CONTENT ............................................................................. x LIST OF TABLES ..................................................................................... xii LIST OF CHART ...................................................................................... xiii
Chapter I INTRODUCTION A. Background of the Study ............................................................... 1 B. Limitation of the Problem ............................................................. 5 C. Problems of the Study ................................................................... 5 D. Objectives of the Study ................................................................. 5 E. Benefits of the Study ..................................................................... 6 F. Definitions of Key Terms ......................................................
7 G. Hypothesis ..................................................................................... 8
H. Outline of the Graduating Paper .................................................... 10
Chapter II THEORITICAL FRAMEWORK A. Previous Study ............................................................................... 11 B. Reading
1. Definition of Reading ............................................................. 13
2. Reading comprehension ......................................................... 14
3. The purposes of Reading ........................................................ 15
4. Technique of Reading ............................................................. 16
5. Teaching Reading ................................................................... 18
C. Vocabulary
1. Definition of Vocabulary ........................................................ 19
2. Vocabulary Mastery ................................................................ 20
3. Kinds of Vocabulary ............................................................... 21
4. Aspects in Learning Vocabulary ..........................................
22 5. Technique of Teaching Vocabulary .....................................
24 D. Simple Past Tense 1. Definition of Tense ...............................................................
25 2. Definition of Simple Past Tense ...........................................
26 E. Narrative Text 1. Definition of Narrative Text .................................................
27 2. Grammatical Structure of Narrative Text .............................
28 3. Characteristics of Narrative Text ..........................................
30 Chapter III RESEARCH METHODOLOGY
A. Location of Research 1. Location of the Research .................................................
31 2. Time Setting ....................................................................
31 3. Schedule of the Research .................................................
31 B. Research Methodology 1. Approach of Research .....................................................
32 2. Type of Research .............................................................
33 3. Population and Sample ....................................................
34 4. Method of Collecting Data ..............................................
37 5. Technique of Data Analysis ............................................
39 6. Technique of Validating Data .........................................
43 Chapter IV FINDINGS & DISCUSSION A. Result of Students‟ Vocabulary Mastery & Simple Past Tense .. 48
B. Resu 51 lt of Students‟ Ability in Reading Narrative Text ...............
C. Correlation Result .......................................................................
53 D. Discussion ...................................................................................
59 Chapter V CLOSURE .............................................................................
62 REFERENCES APPENDICES
LIST OF TABLES
45 Table 3.10 Reliability Test Result
55 Table 4.5 Correlation Result
54 Table 4.4 Calculation Result of Required Data
51 Table 4.3 Calculation Data
Table 4.2 Students‟ Reading Narrative Text score
47 Table 4.1 Students‟ Vocabulary and Simple Past Tense Score 48
46 Table 3.11 Cronbach‟s Alpha Value Interpretation
45 Table 3.9 Reliability Test Result
Table 3.1 Schedule of the Research44 Table 3.8 Data Validation
42 Table 3.7 Data Validation
42 Table 3.6 R Value Interpretation
41 Table 3.5 Pearson‟s Product Moment Correlation Formula
41 Table 3.4 Score Classification
35 Table 3.3 Calculating Mean Score Formula
31 Table 3.2 List of Respondents
56
LIST OF CHART
Chart 4.1 Percentage of Students Ability in Reading 54 Narrative Text Level
CHAPTER I INTRODUCTION A. Background of the Study Learning a foreign language involves acquiring four types of skills:
listening, speaking, reading, and writing. Those are the basic skills especially in teaching and learning English as foreign language at schools or other educational places whether formal or informal institutions. According to Alshumaimeri (2011, p.2) “Reading is a crucial skill in learning and communication.” Reading skill is often required for academic, professional, and personal purposes. This is particularly true of an international language like English to which most people are exposed in the world today.
Reading is not actually a skill but a process composed of many different skills. As Hunt (2004, p.134) which is quoted by Hermida (2009, p.4) “Reading is a process shaped partly by the text, partly by the reader's background, and partly by the situation the reading occurs in.”
It follows from the above definition that reading is not a passive activity. In other words, the reader must make an active contribution to acquire the available information. Reading is understanding a message explained by the writer through visual and non visual. This activity involves an interaction between thought and language.
According to Widdowson (1979) as cited by Jangahad, Moinzadeh & Karimi (2011, p.2) has discussed reading as "The process of combining textual information with the information a reader brings to a text.” In this view the reading process is not simply a matter of extracting information from the text. Rather, it is viewed as a kind of dialogue between the reader and the text.
Teaching and learning reading in the schools specially in the senior high school is very concerned and gets the additional time than the other English skills. Be able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. All the subject from elementary school until senior high school such as mathematic, science, language and the others depends on the ability to read.
According to Depdikbud (1994, p.1) “Out of the four skills, listening, speaking, reading and writing, the main emphasis is on reading skill because it is believed that the acquisition of reading in a second or foreign language is a main priority”. Based on pre survey had done by writer on 28 April 2017, the English Teacher in SMA Muhammadiyah Plus Salatiga was agree with this statement. They taught reading skill around 50% in every meeting because the students there less in understanding the English text.
One of the purpose of teaching and learning English in school is that the students able to read, get the idea and understand the book or written text in English. To achieve those purposes, the students need to concerned some factors.
According to Harmer (2001, p.68) “Reading texts provide opportunities to study language about vocabulary, grammar, punctuation, and the way that construct sentence, paragraphs, and texts.” Furthermore, good reading texts can introduce interesting topics, stimulate discussion and excite imaginative responses.
Based on syllabus of English learning for senior high school students, there are some texts must be learned by students. Those are: discussion text, report text, procedure text, exposition text, hortatory text and narrative text. In this graduating paper the writer just concern on narrative text.
In SMA Muhammadiyah Plus Salatiga the writer found some factors which made the students having weakness in reading narrative text. Those factors were students‟ vocabulary mastery and students‟ mastery of grammar especially simple past tense.
According to Anjoshoma & Zamanian (2014, p.2) “Vocabulary knowledge plays an important role in reading comprehension.” It means that vocabulary was a crucial components in acquiring and understanding language. Vocabulary have been a central to English language teaching because without sufficient vocabulary students can
‟t understand others or express their own. Reading a language and comprehending it requires that one process sufficient vocabulary. Nation & Newton (1997, p.5) explained “Vocabulary is knowledge of words and word meanings.” Actually vocabulary is more complex, vocabulary mastery is not only knowing the words and its meanings, but also knowing about how the words sound and how the words are used in the context.
Someone who has a lot of vocabularies of foreign language, they able to learn language easily. Since vocabulary is all about words, and good mastery of vocabulary helps someone understand language. It is supported by Wallace (1982, p.13) “Vocabulary is one of the most important parts of languages, because when speaking a language, the speakers need several words to convey ideas.
” Therefore, people able to understand what the speakers mean. When a learner intends to learn foreign language, learner must learnt the vocabulary of the foreign language first.
The second aspect to supports the students‟ ability in reading narrative text is tense. Tense is one of the part of grammar. According to Sriphrom & Ratitamkul (2014, p.66) “English tense generally pose difficulty for learners." The English Teacher in SMA Muhammadiyah Salatiga said that the most common error when students comprehend narrative text on using of tense.
For example when the teachers asked about the past from of the verb tense most of them got the wrong answer.
According to Carter and McCarthy (2007, p, 405) as quoted by Mardani & Azizifar ( 2014, p. 419) “Tense gives information about time while aspect gives information about the speaker‟s perspective on time.”Agree with the theory above, according to Longman Dictionary of Contemporary English (2000) as cited by Mardani & Azizifar (2014, p. 419) “Tense is any forms of a verb that show the time, continuance, or completion of an action or state that is expressed by the verb.”
Verbs tense get lots of attention in English specially in teaching reading and writing. In fact, they received perhaps more attention than any other grammar aspects. The English Teacher in SMA Muhammadiyah got the difficulties when they taught verbs tense in the school because of some factors one of them was the student lazy to read, learnt and memorized the verb. In the narrative text most of the tense that used is simple past tense, because the narrative text tells about what happened in the past time.
Based on the explanation above, the writer interested in conducting a gra duating paper entitled “A Correlational Study Between the Students‟
Mastery of Vocabulary and Simple Past Tense Toward Their Ability in Reading Narrative Text (The Study of Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in Academic Year of 2016/201
7).”
B. Limitation of the Problem
The writer needs to limit this graduating paper, because there were many problems in reading narrative text as mentioned before. The writer chooses two problems in this graduating paper those are: students‟ mastery of vocabulary as X
1 variable and simple past tense as X 2 variable.The writer also
needs to limit the reading skill in reading comprehension skill of narrative text as Y variable. The writer limits to analyze the correlation between the student‟s mastery of vocabulary and simple past tense toward their ability in reading narrative text. Moreover the writer also limits this graduating paper only in the tenth grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2016/2017.
C. Problems of the Study
1. How is the students‟ mastery of vocabulary and simple past tense of the tenth grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2016/2017? 2. How is the students‟ mastery of reading narrative text of the tenth grade students of SMA Muhamadiyah Plus Salatiga in the academic year of 2016/2017? 3. How far is the significant correlation between the students‟ mastery of vocabulary and simple past tense toward their ability in reading narrative text of the tenth grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2016/2017?
D. Objectives of the Study 1.
To find out the score of the students‟ mastery of vocabulary and simple past tense of the tenth grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2016/2017.
2. To find out the score of the students‟ reading narrative text of the tenth grade students of SMA Muhamadiyah Plus Salatiga in the academic year of 2016/2017.
3. To find out the significant correlation between the students‟ mastery of vocabulary and simple past tense toward their ability in reading narrative text of the tenth grade students of SMA Muhammadiyah Plus Salatiga in the Academic Year of 2016/2017.
E. Benefits of Study The benefits of this graduating paper can be theoretically and practically.
1. Theoretically The result of this graduating paper informs the English Teachers, and it informs the students that, is there any influences of the students‟ mastery on vocabulary and simple past tense toward their ability in reading narrative text of the tenth grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2016/2017.
2. Practically The result of this graduating paper is expected the English
Teachers in the classroom to pay attention about the students‟ mastery of vocabulary and tenses specially simple past tense when they teach reading narrative text. Hopefully, the result of this graduating paper can be use as a reference for the following graduating paper is conducted by the other researcher with the same topic.
F. Definition of the Key Terms
1. Vocabulary Nation (2001) as cited by Ferreira (2007, p.11) stated “Vocabulary knowledge implies knowing a word in the spoken form of the word and the spoken form can be recognised and understood it in and out of context rather than guessed at.”
2. Simple Past Tense
Simple past tense is one of the kind of tenses in English Language. It use to show the activities or experiences in the past time. However, the definitions are more or less the same. According Leila & Emilia (2010:34) “Simple past tense is a verb form that used to express one action which happened or took place at a particular time in the past, also to express repeated and habitual action in the past.”
3. Reading “Reading is a process shaped partly by the text, partly by the reader's background, and partly by the situation the reading occurs in.”
(Hunt, 2004, p.137)
4. Narrative Text Narrative text is a text which contain about story in the past and have a plot consist of orientation, complication, and resolution with the purpose to entertain the reader.
G. Hypotheses
According Creswell (2009, p.132) “Hypotheses are predictions the researcher makes about the expected relationships among variables.” They are numeric estimates of population values based on data collected from samples. Testing hypotheses employs statistical procedures in which the investigator draws inferences about population from a study sample. Hypotheses are used often in experiments in which investigators compare groups. Creswell said that there are three kinds of hypotheses:
1. Null hypotheses (H0)
Represents the traditional approach: it makes a prediction that in the general population, no relationship or no significant difference exists between groups on a variable. The word is “There is no difference or relationship” between the groups.
2. Directional hypotheses (Ha) The investigator makes a prediction about the expected outcome. basing this prediction on prior literature and studies on the topic that suggest a potential outcome.
3. Nondirectional A prediction is made, but the exact form of differences (e.g .. higher. lower, more, less) is not specified because the researcher does not know what can be predicted from past literature. Thus, the investigator might write, "There is a difference" between the two group.
In addition, H0 is rejected if r-count > r table. There is correlation of two variables. On the other hand, if r-count < r table, H0 is accepted and H0 says that there is no correlation of two variables. Furthermore, if H0 is rejected, Ha is accepted. It means that there is correlation in this study.
However, if H0 is accepted, it means that Ha is rejected and there is no correlation in this study. Based on the problem statements presented by the writer, this research hypothesis is:
There is significant correlation between the studen ts‟ vocabulary mastery and simple past tense toward their ability in reading narrative text
(The study of the tenth grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2016/2017).
H. Outline of the Graduating Paper
The first chapter is introduction. It consist of background of the study, limitation of the problem, the problems statements, the objectives of the study, the benefits of the study, the definition of key terms, hypotheses, and outline of the graduating paper. The second chapter consists of the review of the related study. The writer show the previews study to support this graduating paper and the writer also show the definition and types of key terms.The third chapter of this graduating paper is research methodology. In this chapter the writer explain and report the general situation of SMA Muhammadiyah Plus Salatiga and the writer also explain technique of sample taking, technique of collecting data, technique of data analysis. The fourth chapter of this graduating paper explains the data analysis of the data interpretation that discusses the result of the tests. The last chapter, the writer will end the graduating paper by giving conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK A. Previous Studies In this chapter, the writer chooses some journals who relate with the writers‟ research from the other researchers. The first previous study conducted by Morvay (2005, p.1) entitle
“The relationship between syntactic knowledge and reading comprehension in EFL learners”. Morvay chosen64 Hungarian native speakers in the 12th
grade learning English as a foreign language in Slovakia were tested in a cross-sectional correlational study in order to determine the relationship between the ability to process complex syntax and foreign language reading comprehension. The study provide evidence that the ability to process complex syntactic structures in a foreign language does contribute to one‟s efficient reading comprehension in that language.
The second previous study come from Alqadi & Haitham (2013, p.1). The study aimed at determining the degree of the effect of extensive reading on developing the grammatical accuracy of the EFL freshmen at Al-Bayt University (a public university in Mafraq city in Northern Jordan). The result of this study find that extensive reading had a positive impact on enhancing the grammatical accuracy of the EFL freshmen at Al al-Baytuniversity .
The third previous study come from Jangahard, Moinzadeh & Karimi (2010, p.1) entitle “The Effect of Grammar vs. Vocabulary Pre-teaching on
EFL Learners’ Reading Comprehension: A Schema-Theoretic View of
Reading” This study was designed to investigate the effect of grammar and
vocabulary pre-teaching, as two types of pre-reading activities, on the Iranian EFL learners‟ reading comprehension from a schema–theoretic perspective.
The results show no significant difference among the three groups though the vocabulary group performed slightly better than the other two groups, and the performance of the grammar group was seemingly worse than the control group.
Those three researches reveal three different lines. The first one emphasizes on the correlation between syntactic knowledge with reading comprehension. The second discuss about of the effect of extensive reading on developing the grammatical accuracy. The last one discuss about the effect of grammar and vocabulary on students‟ reading comprehension.
Dealing with review of some previous related researches, the writer wants carry out a different graduating paper with same outline then specializes on correlation between the students‟ vocabulary mastery and simple past tense toward their ability in reading narrative text. The writer take the graduating paper under the title “A Correlational study Between the Students‟ Mastery of Vocabulary and Simple Past Tense Toward Their Ability in Reading Narrative Text (The Study of Tenth Grade Students of SMA Muhammadiyah Plus Salatiga in Academic Year of 2016/2017).” B.
Reading
1. Definition of Reading
In this part, the writer explains the definitions of reading from some experts.
According to Hunt (2004, p.137) “Reading is a process shaped partly by the text, partly by the reader's background, and partly by the situation the reading occurs in.” It means reading is not only get the information or idea from the text. Rather, it is a process of working with the text. When reading an academic text, the reader recreate the meaning of the text, together with the author.
Many experts have differently defined the word reading. According to Grellet (1985) as quoted by Furqon (2013, p.69) “Reading is assigning meaning and extracting information from written texts.” It means reading requires some abilities to extract information from a text and to construct new understanding.
The next definition come from Kennedy (1974, p.3) as quoted by Jangahard, Moinzadeh & Karimi (2011, p. 2) :
Reading is not actually a skill but a process composed of many different skills. It is defined as the ability of an individual to recognize a visual form, associate the form with a sound and / or meaning he has learned in the past and on the basis of past experience, understand and interpret its meaning. From the definition above, the writer conclude that reading is not a passive activity. In other word the reader must make an active contribution to acquire the available information.
2. Reading Comprehension
According to Woolley (2011, p.15) “Reading comprehension is the process of making meaning from text, the goal is to gain an overall understanding of what is describe in the text rather than to obtain meaning from isolated words or sentences.” In understanding text information the learners develop mental models, representation of meaning of the text ideas during the reading process.
According to Rahmani & Sadeghi (2011) as cited by Ahmadi & Ismail (2012, p.3) “Reading comprehension is known as an interactive mental process between a reader‟s linguistic knowledge, knowledge of the world, and knowledge about a given topic.”
Grabe (2009, p.2002) stated the main component abilities of comprehension processing include the following: a. The text model of reader comprehension
b. Situation of reader interpretation
c. Set of reading skill and resources under the command of the executive control mechanism in working memory (strategy, goals, inferences, background knowledge, comprehension monitoring).
Based on the explanation above, the writer concludes that there are some elements or components should be mastering by reader in the reading comprehension process. Comprehension in the reading may seem complicated to define because this skill can be inferred as the particular understanding of reading. According to Grellet (1992, p.3):
Reading comprehension is understanding a written text, its mean extracting the required information from it as efficiently as possible. The goal of reading to catch the meaning from the text and comprehend the information that is conveyed in the text. comprehension is about the ability of people understanding something.
From some theories above, the writer conclude that reading comprehension is a process to construct the meaning from the text by integrates information from the text with information from prior knowledge using inferential process. Reading comprehension will examine how the readers construct mental or situation models of the text to enable reading comprehension.
3. The Purposes of Reading
People read a text, a paragraph or a book for many purposes and its purposes help to understand what is read by people. In general, the aim of reading is to find some informations from the text. The other purpose of reading is the learners understand the written language. In other words how the learners gets the message from the writer‟s symbols and one of the most important task for reader is to dig out and find out what the writer would like to say.
According to Risdianto (2012, p.94) there are some purposes for reading, namely: a. For pleasure or for personal reasons to find general information such as what a book is mostly about.
b. To find a specific topic in a book or article c. To learn subject matter that is required for a class.
One students have mastered the basic decoding skills, they will begin to read for a variety of purposes. If they are reading a book or article for and or if they simply want to know about a particular subject such as grogs they may want to read fast. It isn‟t necessary for them to read every word or even know the meaning of every word in the text, they will probably get the sense of the unknown word from the context.
According to Murcia (2001, p.187) mentioned four purposes of reading, as follows : a. To search for information
b. For general comprehension
c. To learn new information
d. To evaluate information
4. Techniques of Reading
Reading in a foreign or second or third language is much more difficult than reading in the mother tongue. It doesn‟t come naturally and needs a lot of practice. In addition, there are a number of skills and strategies which able to use when reading in the first language, without being aware of them. According to Risdianto (2012, p.1) there are four types of reading techniques: a. Skimming
Skimming is reading rapidly in order to get a general overview of the material. In this technique tell the readers what general information is within a section. Skimming use to overview the text book chapters or to review for a test. Skimming also use to decide to read something at all, for example during the preliminary research for a paper. Skimming tell the readers enough about the general idea and tone of the material, as well as its gross similarity or difference from other sources, to know if the readers need to read it at all.
b. Scanning Scanning is reading rapidly in order to find specific facts.
Scanning use in research to find particular facts, to study fact-heavy topics and to answer questions requiring factual support. Scanning is a technique that requires concentration and can be surprisingly tiring. The readers may have to practice at not allowing your attention to wonder. The writer can take scanning to find an art or a next concept, which the writer wants to read carefully.
The writer concludes that scanning is a way of reading in which readers quickly go through a text to find a particular piece of information
c. Intensive Reading
The work of Palmer (1921, p.21) notes “Intensive reading means that the readers take a text, study it line by line and refer at very moment to the dictionary about the grammar of the text it self.” According to Nuttal (1982, p.23) “Intensive reading means reading shorter texts to extract specific information”. This activity is likely more to emphasize the accuracy activity involving reading for detail. It is use to gaining a deep understanding of a text, which is important for the reader. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the informations given, example: Reading dosage instruction for medicine.
d. Extensive Reading According Coob (2007) as cited by Risdianto (2012, p.49)
“Extensive reading is an approach to language learning, including foreign language learning by the means of a large amount of reading.” Extensive reading is contrary with intensive reading, which is slow, careful reading of a small amount of difficult text it is when one is focused on the language rather than the text. In the extensive reading students are free to choose a book that they like and are allowed to read it at their own pace. The aim of this to help students or readers enjoy reading.
5. Teaching Reading
According to Ricards (2001, p.207) “Teaching is a process transferring knowledge.” Teaching reading is not only teaching to read, but more of it. Comprehending th e text in one of reading„s goals. During teaching reading process readers must paying attention about the principles of teaching reading. According to Harmer (2005,p.12) There are some principles can be standard to limit teachers when they teach reading.
a. Reading is not passive skill
b. Students need to be engaged with what they read
c. Students should to be encourage to respond to the content of a reading text not just to language d. Predictions is mayor factor in reading
e. Match the task to the topic
f. Good teacher exploit reading text to the full
C. Vocabulary 1. Definition of Vocabulary
Vocabulary is one of the language aspects that are very important for English communication. Learning vocabulary is one of the first steps of learning second language, because vocabulary is the basic aspect to mastering the four of language skill. Those are speaking, reading, writing and listening.
According to Hubbard (1983) as cited by Ferreira (2007, p.11) “Vocabulary can be defined as a powerful carrier of meaning.” The meaning is without establishing a strong vocabulary base first, comprehension and use of a language will not be achieved. In addition, the student should be able to recognize words, and know their meanings as well.
According to Nation & Newton (1997) as cited by Furqon (2013, p.71) “Vocabulary is knowledge of words and word meanings.” Actually vocabulary is more complex, vocabulary mastery is not only knowing the words and its meanings, but also knowing about how the words sound and how the words are used in the context.
According to Kamil and Heibert (2005, P.34) vocabulary can be generically defined as knowledge of words or word meaning, they stated that vocabulary learning is the basis of language and without vocabulary, one cannot learn any language; it is the knowledge of words.
Based on these explanations above, the writer concludes the definition of vocabulary is a group of words and their own meaning and use in the written language or spoken language to communicate among people in the world.
2. Vocabulary Mastery
In order to understand the language, vocabulary is crucial to be mastered by the learner. Vocabulary mastery is needed to express our ideas and be able to understand other people's sayings. According to Webster (1992, p.14) mastery refers to :
a. The authority of a master: dominion and the upper hand in a contest or competition; superiority, ascendancy and b. Possession or display or great skill or technique, skill or knowledge that makes one master of a subject comment.
While Hornby (1995) as cited by Alqahtani (2015, p.26) defined “Mastery as complete knowledge or complete skill.”From that definitions before, we can conclude that vocabulary mastery is an individual‟s great skill in using words of a language, which is acquired based on their own interests needs and motivation. Vocabulary mastery plays an important role in the four language skills and it has to be considered that vocabulary mastery is one of the needed components of language.
3. Kinds of Vocabulary
Lehr & Osborn (2001) as sited by a Furqon (2013, p.72) explained two kinds of vocabulary description as follows: First, words come in two forms, oral and print.
a. Oral Vocabulary Includes the words that are recognized and used in listening and speaking.
b. Print Vocabulary Includes the words that are recognized and used in reading and writing.
Second, word knowledge is composed of two forms, receptive and productive. a. Receptive vocabulary includes words that are recognized when we hear or see them. It is the ability to comprehend passive vocabulary which is used in reading and listening context.
b. Productive vocabulary includes words that are recognized when we speak or write. It is an active ability which is used in speaking or writing.
4. Aspects in Learning Vocabulary
There are many aspects that helps students to expand their vocabularies.
a. Word Clases According to Thornbury (2002, p.1)
“Word is a microcosm of human consciousness.” Word is classified based on their functional categorized, it is called part of speech (Harmer, 1998, p.36). Words play different roles in a text. They fall into one of eight different word classes:
1) Nouns bits, pieces, record, player 2) Pronouns I, You, They 3) Verbs like, eat, read, forget, sleep 4) Adjectives old, second-hand, cleaver, handsome, lazy 5) Adverb up, above, under 6) Prepositions for, like 7) Conjunction and, although, but 8) Determiner
a, the, some, this, last b. Word Families We have seen how words may share the same base of root but take different endings: look, looking, looked. A word that result from addition of an affix to a root, and which has a different meaning from the root, it is called derivative. For instance: players, replay, playful are each derivatives of play. Derivatives and inflexions are both formed by the process of affixation. Affixes consist of suffixes such as
- –ful, -er are end of word. Instead the example of prefixes are re-, un-, pre-, de-, in the beginning of word.
c. Word Formation Thornbury (2002, p.5) stated “Affixation is one of the ways new words are formed from old.”There are several kinds of word formation such as :
1) Compound word Compound word is the combining of two or more independent words. For example : a) Noun + verb + -er = record player, bus driver
b) Noun + noun = classroom, matchbox 2) Antonym
“Antonym is a word with opposite meaning.” (Thornbury, 2002:9). For example :
a) Dark >< bright b) Short >< tall
c) Young .>< old 3) Synonyms
Synonyms are words that share a similar meaning. Thus:
old, ancient, antique, aged, elderly are synonym in that they