The Correlation between Vocabulary Learning Strategies and

Reading Comprehension of the Eleventh Grade Students of SMA

Islam Az-Zahrah Palembang

A thesis by

AAN JULISTRI

Student’s Number 1704410005

English Education Study Program

FACULTY OF TEACHER TRINING AND EDUCATION

UNIVERSITY OF TRIDINANTI PALEMBANG

2021

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 CHAPTER I

INTRODUCTION

In this chapter consists of (1) background of the study, (2) the problem of

study, (3) objective of the study, (4) significances of the study.

1.1. Background

In Indonesia, English is considered as foreign language and taught

formally from elementary school up to the university level. English has been

considered as a foreign language in Indonesian, it means that it is a language for

communication, both in written and oral (Mattarima & Hamdan, 2011). Brumfit

(2001) claims that English is an International language that is the most widespread

medium of international communication (p. 25). In Indonesia, English as a foreign

language is an important thing to master by Indonesia to build relationship with

foreigners. Many terms English is used in communication in many fields of life

such as education, business, economy, and so on.

Learning English is very important, especially in terms of education.

Based on the explanations above, it is clear that English is the foreign language

which is taught in Indonesia and become an important subject that must be taught

in all formal classes. Therefore, education plays the biggest role to improve the

students’ skills especially in English. Basically, there are four skills in English,

namely listening, reading, speaking, and writing. These skills are divided into two

parts, they are productive and receptive skill. Speaking and writing are considered

as productive skills because learners have opportunity to create the language.

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While listening and reading are considered as receptive skills because learners

only receive the language. (Nunan, 2003, p. 48)

Based on the explanations above, it is clear that English is the foreign

language which is taught in Indonesia and become an important subject that must

be taught in all of class. So, English is an important language that everyone should

consider to learn it. Good English language users come with good vocabulary

knowledge. One’s vocabulary knowledge acts as the marker of their level of

proficiency. Learners of English as second language should apply and implement

the right language learning strategies so that they can study with ease and excel

significantly. There are many strategies that a learner can apply in their process of

improving the mastery of English. Once English language is mastered, learners

will improve in any aspects of social life.

Vocabulary learning strategies are one part of language learning strategies

which in turn are part of general learning strategies (Nation, 2001, p. 34). The

first is productive vocabulary, it is a word that students use correctly and

understand when students are speaking and writing, it is associated with the

productive skills. Meanwhile, the second is receptive vocabulary, it is a word that

students recognise and understand in listening and reading and it is associated

with receptive skills. The students mainly use their productive vocabulary since

the reading comprehension is in written form. Vocabulary is an essential

component learned in language learning. In relation to this, the linguist Wilkins in

Thornbury (2002, p. 23) stated that without very little grammar can be conveyed.

The most important point of the statement above is that mastering vocabulary for

the students is the main component in order to learn a language successfully.

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According to Soedjito (2009) states that vocabularies have four defined as: 1. All

words contained in a language; 2. The richness of words possessed by a speaker

or writer; 3. The word used in a field of science, a list of words organized like a

dictionary and brief, practical explanations; 4. Vocabulary learning strategies can

be considered as a part of general learning strategies in second language

acquisition. The students do vocabulary learning strategies to improve the

mastery of their English. There are many problems that linger around vocabulary

and its role. Learners of a second language are interfered by their first language,

approaches used to learn a language and the strategies applied during the learning

process. All these issues need to be overcome if the learners are aiming to get

better over time.

According to Sismiati (2012, p. 65) assumes that reading is an important

activity and becomes more important in this modern world, when the development

in every life aspect occurs very quickly. In addition, Subyantoro (2011, p. 9)

describes that reading is a skill in reading comprehension that will gradually

become the everyday behavior of a person. Reading is an important skill in higher

education since it is a key to academic success for all students (Tavakoli, 2014).

In addition, Anderson (2003) argues that reading is an active and fluent process

which involves the reading material in building meaning. At the time while

students read a passage, their brain will be active to think and process all

information from the passage. Reading tasks are a different and engaging way

of learning (Douglas et al., 2016, p. 260). The readers will engage their

thoughts to think the text being read. Students in higher education must be

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able to understand any kinds of texts and it can only be developed by

practicing a lot. However, students read for many purposes.

According to the RAND Reading Study Group (2002), comprehension is

the process of eliciting and making meaning though interaction and involvement

with written language. Duke (2003) argues that comprehension is a process in

which readers make meaning by interacting with text through the combination of

prior knowledge and previous experience, information in the text, and the views

of readers related to the text.

Haq (2014) states that reading comprehension is one of the standard skills

in English that should be achieved at all levels of education, including at the

elementary school level”. Through reading skills, students are expected to be able

to read and understand the contents of reading text. In learning English, readings

for beginner students are difficult. These difficulties are caused by the mastery of

vocabulary and grammar, and the length of the text that makes reading interest

decrease. Reading comprehension text is not just on how well students read, it

includes the accuracy of pronunciation and students intonation. However, reading

comprehension itself is an activity builds understanding of the meaning of a text

which could then translate and through its own language. Further such

understanding can be beneficial to others.

The writer chose SMA Islam Az-Zahrah Palembang because the writer

had ever taught at the eleventh graders at SMA Islam Az-Zahrah Palembang and

did observation. The writer found that the students’ ability in English vocabulary

mastery and the students’ reading comprehension were still low. In vocabulary,

the students were difficult to identify the use of the words. They were confused to

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differentiate the kinds of words which were used in the sentences and the students

did not have sufficient vocabulary or word-learning strategies continue to struggle

throughout their educational careers, which led to a cycle of frustration and

continued failure.

In terms opinions, many studies have previously explored these variables

that related vocabulary learning strategies and reading comprehension. Prashneel

(2019) found that there were effective strategies that could be used in teaching

vocabulary to students. These strategies benefit students and also easily to be used

by learners of other second language globally. The students’ knowledge of

reading comprehension played an important role in increasing their vocabulary

learning strategies. The students need to understand more the aspects of reading

such as main idea, detail information, vocabulary. Futhermore, Thornbury (2002,

p. 13) confirms that vocabulary learning is very important. Without grammar very

little can be conveyed, without vocabulary nothing can be conveyed.

Dealing with what have been explored before, the writer intends to

conduct a study entitles: “The Correlation between Vocabulary Learning

Strategies and Reading Comprehension of the Eleventh Grade Students of SMA

Islam Az-Zahrah Palembang”.

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1.2. Problem of the Study

1.2.1. Limitation of the Problem

The problems of the study were limited to investigate the relationship

between the students’ vocabulary learning strategies and reading comprehension.

1.2.2. Formulation of the Problem

In relation to the background above, the writer formulated the research

questions as follows:

1. Was there any significant correlation between vocabulary learning strategies

and reading comprehension of the eleventh grade students of SMA Islam Az-

Zahrah Palembang?

2. How much did vocabulary learning strategies contribute to reading

comprehension of the eleventh grade students of SMA Islam Az-Zahrah

Palembang?

1.3. Objectives of the Study

Based on the research problems above, the objectives of this study were as

follow:

1. To find out whether or not there was a significant correlation between

vocabulary learning strategies and reading comprehension of the eleventh

grade students of SMA Islam Az-Zahrah Palembang.

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2. To find out how much do vocabulary learning strategies contributed to reading

comprehension of the eleventh grade students of SMA Islam Az-Zahrah

Palembang.

1.4. Significances of the Study

The results of this study are hopefully able to give contribution to the

students, the teachers, and the writer herself to develop English teaching and

learning activities.

1. For the Students

This research may motivate the students to improve their vocabulary

learning strategy and reading comprehension to give an understanding to them

that learning English is not always difficult to learn. Students’ improvement of

interest in learning English will help them master in English well.

2. For the Teachers

This research will give the teacher a description about how to teach and

motivate the students to learn English especially in reading and vocabulary

learning strategies. They will not be stuck in only some particular teaching

strategies. The use of media will make the students more enjoy following the

lesson and more interest for them.

3. For the Writer

By doing this research, the writer hopes that it will be a beneficial for the

writer to enlarge knowledge about teaching reading and vocabulary at the eleventh

graders of SMA Islam Az-Zahrah Palembang.

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 CHAPTER II

LITERATURE REVIEW

In this chapter counsists of (1) the vocabulary, (2) the concept of reading,

(3) the previous related studies, (4) hypothesis of study.

2.1. The Vocabulary

2.1.1. The Definition of Vocabulary

Vocabulary is a set of lexemes, including single words, compound words

and idioms (Longman Dictionary of Language teaching and Applied Linguistic

2002, p. 453). On the other hand, Webster (2002, p. 1600) proposes that

vocabulary is as a list of word and phrase, abbreviation, inflectional form, usually

arranged in alphabetical order and defined or otherwise identified as in dictionary.

It is also stated by Hiebert and Kamil (2005, p. 3) that vocabulary is the

knowledge of meanings of words.

Based on Oxford Learner’s Pocket Dictionary (2008, p. 265), the meaning

of mastery are great skill or knowledge and control or power. Meanwhile,

according to Hornby (2010, p. 914), mastery is great knowledge about or

understanding of a particular thing. Richards and Schmidt (2012, p. 353) also

emphasized that mastery learning is an individualized and diagnostic approach to

teaching in which students proceed with studying and testing at their own rate in

order to achieve a prescribed of success.

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 By the definition above, vocabulary mastery is being an essential part of

English. It is supported by Thornbury (2002, p. 13) that vocabulary learning is

very important. Without grammar very little can be conveyed, without vocabulary

nothing can be conveyed. In order to use the language productively, students must

know amount of vocabularies, not only for communicating, but also written.

The writer can conclude that vocabulary mastery is a complete skill to

understand of words meaning in a particular language to find out the meaning in

certain purposes.

2.1.2. Types of Vocabulary

Hiebert and Kamils (2005, p. 3) states that the types of vocabulary depend

on individual purposes to convey the meaning. Meanwhile, Haycraft (2004, p. 13)

divides vocabulary into two types, namely active vocabulary and passive

vocabulary follows:

1. Active Vocabulary

It is the word which the students can understand and pronounce correctly

and constructively in speaking and writing. Active vocabulary refers to items

which the learners can use appropriately in speaking or writing and it is also

called as productive vocabulary, it means that to use the productive vocabulary,

the students are supposed to know how to pronounce it well, they must know and

be able to use grammar of the language target, they also hope to familiar with

connotation and understand the connotation meaning of the words. This type is

often used in writing and speaking skill.

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2. Passive Vocabulary

It is the word that students can recognize and understand when they occur

and use a context, but they cannot produce correctly. Passive vocabulary refers to

a language item that can be recognized and understood in the context of reading or

listening and also called as receptive vocabulary.

In accordance with the definition above, the writer uses active vocabulary in

this study, because the writer uses a written test as a measurement of the student's

vocabulary learning strategies.

2.1.3. The Vocabulary Learning Strategies

Vocabulary learning strategies are one part of language learning strategies

which in turn are part of general learning strategies (Nation, 2001). Vocabulary

problem applies well to non-native language users who often find themselves

looking for words to express themselves in speaking and writing. They also report

demotivation while reading and listening because of a limited load of vocabulary.

Language experts and researchers understand the value of vocabulary knowledge

and, particularly, its close relationship to reading abilities (Gardner, 2013 &

Nation, 2013). Both non native language users and language scholars are aware of

the vocabulary-learning challenges encountered by different learners. Most

mentioned is the large number of words, word families, and multiple-word units

needed to learn and use. However, regarding the learning of vocabulary, the

situation in each context is different. Drawing upon the fact that in the context of

foreign language learning the opportunities are restricted in terms of target-

language input, output, and interaction, what seems necessary for vocabulary

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learning is the employment of motivational and effective learning strategies

(Tseng & Schmitt, 2008).

Vocabulary learning strategies have become a major concern for many

researchers and language practitioners in recent days (Cohen & Wang, 2018). This

statement shows that for learners to improve gradually, they are required to apply

the right learning strategies which are beneficial in making their learning process

goes with ease. This claim is further elaborated through a study made by Kafipour

and Naveh (2011), showing that through the application of learning strategies, any

area of learning or any topics can be handled easily and learners are on the right

track in becoming good English as second language learners. To date, it is found

that various strategies have been established and it is proven to be beneficial for

the learners in the long run. Zhang & Lu (2015) claims that learning strategies are

divided into four different categories which are metacognitive, cognitive, social,

and affective. A study that is made by Xie (2009), shows that structured learning

is deemed to be more productive and unstructured learning becomes surplus

throughout the learning process.

Additionally, Saigh and Schmitt (2012) cite that vocabulary learning

strategies are divided into five different categories and each category covers

different aspect. The five strategies are social, memory, cognitive, meta-cognitive

and determination (Schmitt, 2010). According to Schmitt, social strategy takes

place when learners ask questions to the people who know regarding that

particular aspect of study. Moreover, memory is when learners relate the question

to the existing knowledge that they have in their mind. Cognitive strategy

improves learners’ proficiency of English by exhibiting the common purpose of

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‘manipulation or alteration of the target language by the learner’

(Jafari&Kafipour, 2013). Meta-cognitive strategy is applied when it involves a

practical reviewing of the learning process and decisions are made regarding

scheduling, observing or assessing the best ways to learn (Zhang & Lu, 2015).

Lastly, determination strategy is when learners have to relate any question by

guessing from their structural knowledge, guessing the meaning and even

referring to any materials (YalçınTılfarlıoğlu & Bozgeyik, 2012).

According to Grabe & Stoller (2018) state that vocabulary English strategy

is a wide range of notable features are usually subsumed under the category of the

challenge of vocabulary learning (and teaching) such as word frequency, saliency,

learning burden, and learners’ particular vocabulary needs and wants. Recent

years have now seen a wealth of interest in learning strategies designed to increase

students’ vocabulary acquisition and development (Van de Wege, 2018).

In the light of providing opportunities for learners to be first exposed to

the new words and their meanings and to be secondly placed in conditions under

which they try to retrieve, recall, and use the target vocabulary items across

different settings and contexts, the process of vocabulary development will occur

(Cook, 2013). However, it should be noted that vocabulary development has a

multi-faceted nature which includes the knowledge of not only word meanings,

but also pronunciation, spelling, grammatical properties, connotations,

morphological options, as well as semantic associates of the words. Being

scaffolded and assisted, English learners can develop vocabulary successfully

(Kayi-Aydar, 2018). In the other words, what learners need during the process of

vocabulary development is to be directed and guided by their teachers to manage

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study time to optimize the learning both inside and outside of the classroom

(Rogers, 2018).

Second language vocabulary learning is a crucial factor for language

acquisition at every level of proficiency, but is particularly important for beginner

learners who must acquire large amounts of words quickly in order to access their

new language. The difficulty and complexity of learning vocabulary requires the

choice, and appropriate use of strategies that help and enhance the learning

process. Gu (2003) notes that Vocabulary Learning Strategies (VLS) should serve

two purposes: to get more knowledge about words, and to be able to use that word

knowledge productively. Oxford (2017) defines VLS as “teachable, dynamic

thoughts and behaviors that learners consciously select and employ in specific

contexts to improve their self-regulated, autonomous second language vocabulary

development”.

For explanation above, the writer concludes that vocabulary learning

strategy is one part of language learning strategies which in turn are part of

general learning strategies and also is a wide range of notable features are usually

subsumed under the category of the challenge of vocabulary learning (and

teaching) such as word frequency, saliency, learning burden, and learners’

particular vocabulary needs and wants. Recent years have now seen a wealth of

interest in learning strategies designed to increase students’ vocabulary acquisition

and development.

Strategies for teaching vocabulary learning strategies are a student’s

vocabulary knowledge and skills determine his or her proficiency in

comprehension and language use. Therefore, whether we are teaching writing,

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reading or supporting our students to communicate more effectively their ideas,

vocabulary should be part of our daily instruction. According (Hulstijn&Laufer,

2001), there are six effective Strategies for Teaching Vocabulary Learning

Strategies, they are as follow:

1. Word Wall

To help your students get more engaged in vocabulary development, you

need to nurture word consciousness. This means raising students’ awareness of,

and interest in all sorts of words and their meanings.

2. Word Box

Word Box is one of the strategies for teaching vocabulary. This is a

weekly strategy that can help students retain and use words more effectively.

3. Vocabulary Notebooks

To ask your students in maintaining vocabulary notebooks throughout the

year where they write the meaning of the new words.

4. Semantic Mapping

These are maps or webs of words that can help visually display the

meaning-based connections between a word or phrase and a set of related words

or concepts.

5. Word Cards

Word cards can help students review frequently learned words and so

improve retention. On one side of the card, students write the target word and its

part of speech (whether it is a verb, noun, adjective, and etc.).

6. Word Learning Strategies

Teaching students word learning strategies is important to help them

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become independent word learners. This is by teaching, modelling and providing

a variety of strategies that serve different purposes. There are three some

examples of word-learning strategies such as using word parts, asking question

about words, and reflecting (Zimmerman, 2009).

2.2. The Concept of Reading

Reading is defined as a cognitive process that involves decoding symbols

to arrive at meaning. Reading is an active process of constructing meanings of

words. Reading with a purpose helps the reader to direct information towards a

goal and focuses their attention. Sismiati (2012) stated that reading is an important

activity and becomes more important in this modern world, when the development

in every life aspect occurs very quickly. According to Zare (2013, p.67), reading

has been defined as an active process in which readers shift between sources of

information, elaborate meaning and strategies, monitor their comprehension, and

use the social context to reflect their response. Ruddel (2005) defines that reading

is the act of constructing meaning while transacting with text in the process of

reading, the reader interacts dynamically with the text.

According to Joyce (2006, p.2), reading is an active skill, where the reader

interacts with the text, and to some extent the writer. It means that in reading, the

students are hopefully able to create their own interpretation actively as an effort

to get meaning from the text. Howart (2006, p.1) mention that reading is just as

communicative as any other form of language. In reading, there is an interaction

between the writer and the readers through the texts.

From explanation above, reading means essential skill to create meaning

by reading something. By reading, the readers can get much information from the

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text they have just read, so they can tell what they have just read to the other

people. Besides that, the readers can also add their knowledge after getting

reading such as understanding in grammar, vocabulary, and so on.

2.2.1.The Concept of Reading Comprehension

According to Mayor (2005) reading comprehension is understanding a text

that is read, or the process of “constructing meaning” from a text. Comprehension

is a “construction process” because it involves all of the elements of the reading

process working together as a text is read to create representation of the text in the

reader’s mind. According to Harris & Hodges (2007, p. 112), reading

comprehension is the construction of the meaning of a written or spoken

communication through a reciprocal, interchange of ideas between the interpreter

and the message. This process is a very important for understanding the meaning

of the text. Comprehension has the same meaning as understanding. Richards, et

al (2009, p.60) stated that reading comprehension is perceiving a written text in

order to understand its contents which is done silently (silent reading). Another

opinion, Klingner et al (2007, p.8) added that reading comprehension involves

much more than readers’ responses to text.

Based on the explanation above, it can be inferred that comprehension has

the same meaning as understanding. Reading using comprehension is one good

way to understand meaning a text. This is the ability to read in understanding the

writer’s message that is influenced by the background of their knowledge in the

text.

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2.2.2. Types of Reading Comprehension

Richards, et al. (2009, p. 443) say there are four different types of reading

comprehension. They are as follows:

a. Literal

Reading in order to understand, remember, or recall the information

explicitly contained in a passage.

b. Inferential

Reading in order to find information which is not explicitly stated in a

passage, using the reader’s experience and intuition, and by inferring.

c. Critical or Evaluative

Reading in order to compare information in a passage with the reader’s

own knowledge and values.

d. Appreciative

Reading in order to gain an emotional or kind of valued response from the

passage.

In this study, the writer applied literal comprehension as to improve the

students’ reading comprehension. Literal comprehension was more easy to

understand by the students. The importance of reading comprehension skills were

to increase the pleasure and effectiveness of reading. Strong reading

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comprehension skills could help in all the other subjects and in the personal and

professional lives.

2.2.3. The Correlation between Vocabulary Learning Strategies and Reading

Comprehension.

Vocabulary learning strategies has an influence on reading comprehension.

According to SoSHEC (2017), this study aims to analyze correlation of

vocabulary learning strategies and reading comprehension. The result of the

research show that the students employed five strategy categories in which

cognitive strategies as the most used strategies and had strong positive correlation

with reading comprehension, while four strategy categories; metacognitive,

determination, memory and social were moderate correlation. So, there is a

significant positive correlation between vocabulary learning strategies and reading

comprehension. It can be said that the more frequently the students employed

vocabulary learning strategies, the higher score of reading comprehension they

achieved. The present research recommends that English teachers should give

appropriate strategies to the students in order to have skills to acquire the words’

meaning when they encounter reading text. While by Prashneel, R. (2019) with

the title Vocabulary Learning Strategies Employed by Learners of English as a

Foreign Languagethe researcher found effective strategies that could be used in

teaching vocabulary to students. The research used a quantitative method

approach with 53 participants who were EFL learners took part in the

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questionnaire survey. The results of the present study reveal the common

strategies that foreign language learners use in vocabulary learning. The VLSs

from this study will not only benefit students of the English language but can

easily to be used by learners of other second languages globally.

2.3. The Previous Related Studies

There are few related studies related to this research. First, a study entitled

“Vocabulary Learning Strategies Employed by Learners of English as a Foreign

Language” by Prashneel, R. 2019. From that title, the writer found effective

strategies that could be used in teaching vocabulary to students. The research used

a quantitative method approach with 53 participants who were EFL learners took

part in the questionnaire survey. The results of his study revealed the common

strategies that foreign language learners use in vocabulary learning. The VLSs

from this study not only benefited students of the English language but also could

easily to be used by learners of other second languages globally. Finally, the paper

discusses different strategies at length, gives valuable recommendations in the

discussion section and concludes with implications for future research. The

similarity between Prashneel’s research and the writer’s research was only on the

first variable. The dependent variable of Prashneel’s research and the writer were

Vocabulary Learning Strategies. Both of studies used the quantitative research

method and the population of these studies is Senior High School students. Then

both of the writers used questionnaire. The differences between these two studies

were variables. The Pharneel uses English as a foreign language, while the writer

uses reading comprehension.

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 Another research that the writer found the research by SoSHEC (2017)

with entitled “The correlation of vocabulary learning strategies and reading

comprehension. This study aimed to analyze correlation of vocabulary learning

strategies and reading comprehension. The result of the research show that the

students employed five strategy categories in which cognitive strategies as the

most used strategies and had strong positive correlation with reading

comprehension, while four strategy categories; metacognitive, determination,

memory and social were moderate correlation. So, there was a significant positive

correlation between vocabulary learning strategies and reading comprehension.

The similarity of both studies were using the quantitative research method

and investigating reading comprehension as an independent variable. Meanwhile ,

the differences between these two studies were the subject or sample of the study.

The SoSHEC usedall of eleventh grade, while the writer uses only two classes of

senior high school.

Inspired by two researchers above, the writer would like to investigate

whether or not there is a correlation between vocabulary learning strategies and

reading comprehension of the eleventh grade students of SMA Islam Az-Zahrah

Palembang.

2.4. The Hypothesis

Dealing with the research objectives, the hypotheses of the research were

formulated as follows:

H0: There was no significant correlation between vocabulary learning

strategies and reading comprehension of the eleventh grade students of

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 SMA Islam Az-Zahrah Palembang.

Ha: There was a significant correlation between vocabulary learning strategies

and reading comprehension of the eleventh grade students of SMA Islam

Az-Zahrah Palembang.

CHAPTER III

RESEARCH METHOD

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 In this chapter consists of (1) method of the study, (2) variables of the study,

(3) operational of the study, (4) population and sample, (5) technique of collecting

the data, (6) validity and reliability, (7) technique of analysis the data.

3.1. Method of the Study

The method of the writer used in the study is correlation study design.

According to Creswell (2012), correlation design is procedure in quantitative

research in which investigator measures the degree of association or relation

between two or more variables using the statistical procedure of correlation.

In doing this study, the writer collected the data for doing a correlation

analysis between vocabulary learning strategies and reading comprehension, and

draw conclusion by examining whether or not there was a significant correlation

between vocabulary learning strategies and reading comprehension of the eleventh

graders of SMA Islam Az-Zahrah Palembang.

3.2. Variables of the Study

According to Creswell (2012), variable is the characteristic or attributes of

an individual or an organization that researchers can measure or observe and

varies among individuals or organization studied. There are two kinds of variable,

the predictor variable and criterion variable. Predictor variable is used to make

forecast about an outcome in correlational research, and criterion variable is the

outcome being predicted in correlational research.

In this research, vocabulary learning strategies was as the predictor

(independent) variable and reading skill was as the criterion (dependent) variable.

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 The predictor variable was symbolized as X, while the criterion variable

was symbolized as Y. The correlation design of the study was illustrated in figure

1 below.

Correlation
X (Independent Y (Dependent
Variable) Variable)

Vocabulary Contribution Reading

Learning Comprehensio
Strategies n

Figure 1.The Correlation Design

3.3. Operational Definitions

There were some terms which need to be discused in order to avoid

misinterpretation in this study.

1. Correlation

Correlation is simply defined as relationship between variables which are

dependent and independent variable. Correlation also can be defined as statistical

technique which will show how variables are related.

2. Vocabulary Learning Srategies

Vocabulary Learning Strategies in this study regards to a wide range of

notable features are usually subsumed under the category of the challenge of

vocabulary learning (and teaching) such as word frequency, saliency, learning

burden, and learners’ particular vocabulary needs and wants.

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3. Reading comprehension

Reading comprehension in this study regards to oral production skills in

which the subject is learned and used during the study. In curriculum 2013 or

better known as KURTILAS curriculum is the curriculum used in SMA Islam Az-

Zahrah Palembang. The purpose of curriculum 2013 in high school education is to

increase knowledge and skills for to continuing to next level.

3.4. Population and Sample

3.4.1 Population of the Study

Population is the group of interest to the writer, the group to which the

researcher would like to generalize the result of the study (Frankle and Wallen,

2016, p.192). The population in this study (McMillan, 2015, p. 69), is a group of

elements or cases, whether individuals, objects, or events that confirm to specific

criteria and to which to generalize the result of the research the population can be

any sized and that it will have at least one characteristic and sometimes several

which sets it off from any other population. So the population of the study is the

eleventh grade of SMA Islam Az-Zahrah Palembang. The total of students of

eleventh graders are137 students (population) and for the sample is 68 students as

a sample.Cresswell (2012) states that population is a group of individuals who

have the same characteristics. The population can be seen in the following table 1

below.

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 Table 1
Population of Study
No Class Students
1 XI IPA.1 34
2 XI IPA.2 35
3 XI IPA.3 34
4 XI IPS 34
Total 137
Source: The Eleventh Graders of SMA Islam Az-Zahrah Palembang Academic year 2020/2021.

3.4.2. Sample of the Study

According to Creswell (2002), sample is a subgroup of the target

population that the researcher’s plan to study for generalizing about the target

population. In this case, the sample is taken by using a purposive sample. Based

on Asley Crossman (2018, p. 29) states that purposive sample is a non-probability

sample that selected based on characteristics of a population and the objective of

the study. In this research, the writer will take two classes as a sample. Which

consisting of 68 students. The two classes (XI IPA 3 & XI. IPS) had the same

characteristics because the students got the lowest score in English.

Table 2
Sample of the Study
No Class Total
1 XI.IPS 34
2 XI. IPA 3 34
Total 68
Source: The Eleventh Graders of SMA Islam Az-Zahrah Palembang in Academic year 2020/2021.

3.5Technique of Collecting the Data

The data were collected only by giving test to the sample. Diem (2005,

p.117), states that test is a procedure used to collect data on subjects ability or

knowledge in a certain discipline.

26
4.5.1 Vocabulary Learning Strategy Questionnaire

The writer will use Schmitt’s Vocabulary Learning Strategies

Questionnaire (VLSQ) adopted by Bennett (2006). It is a 20-items Likert-scale

questionnaire. The learners gave their responses on five-point Likert scales, with

the available answers being: never (1), seldom (2), sometimes (3), often (4), and

always (5). The 5-point scale makes it possible to collect more detailed and

revealing information. The questionnaire is also piloted using a small group of

students with similar characteristics to the participants in the main study. The

purpose is to guarantee that the questionnaire covered the strategies related to

learning English vocabulary and that the students could understand the

questionnaire completely.

Table 4
Specification of Vocabulary Learning Strategies
NO Descriptions Items
1 Find a new English word 15
2 Remember new words and build vocabulary 5
Total 20

Table 5
Range of Scales
No Score Level
1 5 Always
2 4 Often
3 3 Sometimes
4 2 Seldom
5 1 Never
Source: Bennet (2006)

3.5.2. Reading Comprehension Test

Uno and Koni (2012) state that test is a set of tasks that must be done to

measure the level of understanding ability to coverage the material. Test can be

27
written or spoken.This research will use a test as a instrument for reading

comprehension. Test is a set of simulation presented to an individual in order to

elecit responses on the basis of which a numerical score can be assigned. (Aryeal,

2010, p. 201). In this case, the writer will give test namely reading comprehension

test to get the data or information. By using instrument the writer obtain a value of

the data, then the data will process to determine the correlation vocabulary

learning strategies and reading comprehension of the eleventh grade students of

SMA Islam Az-Zahrah Palembang.

3.6. Validity and Reliability

3.6.1. Validity

Validity refers to the degree to which the test measures what it is intended

to measure (Brown, 2008). According to Creswell (2012, p.7), validity is the

development of sound evidence to demonstrate that the test interpretation matches

its propose use. To know whether the test measures correctly a validity test is

needed.

The validity of questionnaire based on expert. The writer adopts a ready

made questionnaire of vocabulary learning strategies from Bennet (2006).

The validity of reading comprehension test used content validity. Brown

(2004) defines content validity is a test that actually samples the subject matter

about which conclusions are to be drawn, and if it requires the test-taker to

perform the behaviour that is being measured, it can claim content-related

evidence of validity.

28
 In other to know the content of the test items are appropriate, the writer

adjusts the content propering to the material in the syllabus of SMA Islam Az-

Zahrah Palembang of the eleventh grade students. So, the writer uses descriptive

text to measure reading comprehension of the students with 40 multiple choices.

The test of specification displayed in table below:

Table 5
Test Specification of Reading Comprehension Test
Material Basic Indicators Question Total
Competences Number
Descriptive Understand the 1. Identify the 1, 5, 8, 10, 14
Text social topic, main 13, 19, 22,
function, text idea, 23, 26, 27,
structure and organization, 28, 33, 34,
language text and the 37
features of purpose.
simple 2. Finding the 2, 6, 9, 14, 12
descriptive specific 15, 18,
text. information of 21 ,31, 32,
the text 35, 36, 40

3. Inferring the 3, 4, 7, 11, 14

meaning of 12, 16, 17,
words, phrase 20, 24, 25,
or sentence. 29, 30, 38,
39
Total Items 40

4.6.2 Reliability

A test is considered good if it is valid and reliable. Reliability refers to

consistency of the test. Reliability means that scores from an instrument are stable

and consistent (Creswell, 2012). The vocabulary learning strategies questionnaires

are based on expert. The writer will be the ready-made questionnaire by Bennet

(2006) which consisting 20 items. The result of reliability coeeficient of

questionnaire by Bennet was 0.73 (moderate interpretation). For reading

instrument, the writer will do the try out by distributing the reading
29
comprehension test to the eleventh graders students of SMA Islam Az-Zahrah

Palembang. To measure the reliability of the reading test, the writer used Split

Half method. Spilt Half method is a method to measure the reliability of the

instrument by divide the scoring of the test item into two halves (odd and even

items) that is analysed by Spearman Brown (Cohen et al, 2007). The classification

of reliability can be seen in Table 5 belows.

Table 5
Classification of Reliablity
Value Interpretation
0 – 0.20 None
0.21 – 0.39 Minimal
0.40 – 0.59 Weak
0.60 – 0.79 Moderate
0.80 - 0.90 Strong
0.91 – 100 Almost Perfect
(Source: Cohen and Swerdlik, 2010)

3.7. Technique for Analyzing the Data

3.7.1. Normality Test

Normality test is conducted in order to test normality of the data that has

been collected. Test for normality calculate the probability that the sample is

drawn from a normal population. When the data is normal, the resultof the

normality test can be generalized on the population. Kolmogorov-Smirnov test

will be used to test the normality of the data. If the probability is higher than 0.05,

it means that the data is normal.

3.7.2 Homogeneity Test

A test of homogeneity is conducted to compare the proportion of two or

more populations with regards to a single categorical variable or variable with

30
more than two outcome Categories. It is used determine whether frequency counts

are distributed identically across different populations. It is used homogeneity

testvariance. If the probability is higher than 0.05, it means that the data has same

variance.

3.7.3. Correlation Analysis

As stated before, this study uses correlation analysis to find out the

correlation coefficient between two variables (vocabulary learning strategies) as

independent variable and dependent variable (reading comprehension) of the

eleventh graders students of SMA Islam Az-Zahrah Palembang. The data

collected are calculated using Pearson Product Momentcorrelation analysis.Based

on Creswell (2012), the Pearson product-moment correlation analysis is a measure

of the strength of a linear association between two variables. To find out the

correlation between vocabulary learning strategies and reading comprehension,

the writer will use Pearson‘s Product Moment Correlation Coefficient. Then, to

find out the contribution, regression analysis will be applied. In calculating the

data, the writer will apply statistical analysis by using Statistical Package for

Social Science (SPSS) version 20, before correlating the variables. The results

will be analyzed to determine whether the vocabulary learning strategies and

reading comprehension of the eleventh graders students of SMA Islam Az-

Zahrah Palembang is significant or not. To determine whether or not the

correlation between the variables is significant or not, the r-obtained from the

calculation is compared with the r-table score. The correlation is considered

significant if r-obtained is higher than r-table (r-obtain > r-table), and the

31
correlation is considered not significant if r-obtained is lower than r-table (r-

obtain <.r-table). The interpretation of r-value is presented in Table 6:

Table 6
The Criteria of the Correlation Coefficient
Coefficient interval Interpretation
1.0 – 0. 19 Very low
0.20 – 0.39 Low
0.40 – 0.59 Fair
0.60 – 0.79 High
0.80 – 1.00 Very high
Source: Fraenkeland Wallen (1991)

4.7.4 Reggression Analysis

After the writer find the contribution between Vocabulary Learning

Strategies and reading comprehension, the writer will use regression analysis to

find out how much does VLS contribute reading comprehension of the eleventh

grade students of SMA Islam Az-Zahrah Palembang.

32
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