The Correlation Between Students’ Vocabulary Mastery and Reading

Comprehension: A Meta Analysis

Yusmawati Giawa, Nelson Balisar Panjaitan

English Department
Universitas Advent Indonesia
E-mail: yusmawatigiawa@gmail.com sonnelunai@yahoo.co.id

ABSTRACT

The present Meta-Analysis was conducted to synthesize information across similar studies. This research
employed a descriptive qualitative approach. The data of this study was 23 similar studies that focused on
the correlation between vocabulary mastery and reading comprehension that involved 1135 samples. The
data contained r and n. r is a coefficient value and n are respondents. In collecting the data, the
researchers used five steps, namely: Collecting studies or meta-analysis materials; Calculating the effect
size of each study; Estimating the summary effect or mean effect size; Moderator variable analysis;
Publication bias evaluation. The software that was utilized to analyze the data was JASP. Since K = 23,
so 5K+10 = 125. The fail-safe N value obtained is 4727.000, with a significant target of 0.05 and p <
0.001. Because of the safe value of N > 5K+10, it can be concluded that there is no publication bias
problem in the Meta-Analysis study.

Keywords: Correlation, Vocabulary Mastery, and Reading Comprehension, Meta-analysis

INTRODUCTION

Reading is an integral existence skill that anybody should study at some factor in
their lives. We can enhance our minds, knowledge, and views by means of reading.
Reading is crucial for everyone's personal, internal, intellectual, and vocational growth
(Harrison, 2004; Pardede, 2017) Reading is also a key approach for English Foreign
Language (EFL) students who favor enhancing their mastery of the different English
skills. Reading is the fundamental grant of language consumption due to the actuality
English is no longer used in their society's day by means of everyday contact. Reading
can aid college students to decorate their handwriting, spelling, vocabulary, and
grammatical understanding via imparting them famous publicity for the equal English
patterns and variables. Reading is a practice that helps university college students get a
higher draw close of the cloth in a textbook (Smith,2005). In short, inspecting is a
superb instrument for EFL students' educational performance.

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Understanding written texts are the aim of reading. According to (Nunan, 1999),
analyzing is a brain that entails making sense of and deriving that means from printed
words. It is a complicated motion that includes the perception and thinking of both the
reader and the writer. Readers use vocabulary, background knowledge, metacognitive
information, studying strategies, analyzing attitudes, aan analyzing comprehension
techniques regularly employed in analyzing classes, versatility, and text shape
familiarity to aid them to apprehend written text (Trehearne, M. P., &amp; Doctorow,
20005; Wang &amp; Koda, 2007). Students are anticipated to have an adequate
vocabulary, especially if they are getting to know English as a foreign language.
Vocabulary is necessary for comprehension when reading a textbook also. To be
profitable in reading, college students have to be in a position to analyse a range of
vocabulary in order to understand the text.
Vocabulary is one of the most excellent aspects of language skill ability due to
the truth that it determines how well rookies talk, write, listen, and read. Students might
also be discouraged from the use of the language they are getting to recognize in daily
duties if they lack vocabulary knowledge. As a result, strengthening students' capacity
to talk the utilization of a language, inclusive of analysing comprehension, requires a
strong focal point on vocabulary improvement (Khromchenko &amp; Shutilo, 2021).
(Renadya, 2002) emphasizes the importance of vocabulary in language learning, citing
that vocabulary performs an indispensable position and gives an awful lot of the basis
for how good freshmen listen, talk, read, and write. (Scott Armbruster et al., 2002)
admitted that appreciates in the capacity of words is inextricably linked to the analysing
comprehension process. When college students have a massive vocabulary, they will hit
upon it simpler to apprehend English textbooks. A learner will have a simpler time
grasping that potential if they have a giant vocabulary from the textbook that is now
being read.
The electrical energy of the hyperlink between vocabulary and reading
comprehension varies from EFL to non-EFL research. The magnitude of vocabulary in
language getting to recognize is mirrored in the large number of ideas and lookup that
have been posted on the subject. Several lookups (Milton, 2009; Ozturk, 2016; Richards
et al., 2008) decided that ESL/EFL students' reading vocabulary growth used to be
reduced than their native language analyzing vocabulary growth. ESL/EFL college

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students usually study 200-500 phrases per year, but their first language high-quality
elements 1,000-2,000 new terms. (Dakhi &amp; Fitria, 2019) proposed that vocabulary
education have to be basic, applicable to students recognized and unknown knowledge,
and pretty frequently primarily based due to the many elements to consider. Short
stories, in accordance with (Pardede, 2011) are specifically recommended for enhancing
EFL students' vocabulary. (Limbong, 2012) performed a movement lookup find out
about employing songs to help EFL Kindergarten students improve their vocabulary.
(Marbun, 2018) used the Team Games Tournament to habits motion research in order to
improve the vocabulary of junior excessive school pupils. In two cycles, the action
study used to be able to expand the participants' vocabulary.

THEORETICAL FRAMEWORK
Reading
Reading is the process to get, to understand, to catch the content of the reading
by the reader. Reading is not only decoding symbols but also trying to get a message
and giving responses to the text. People as readers are passive participants who get
information while an active text makes itself and its meanings are known to them.
The five elements of inspecting are phonemic awareness, fluency, vocabulary,
comprehension, word research about and vocabulary. The first three are quintessential
for simple decoding and allow readers to turn out to be aware of phrases precisely and
fluently. The closing two enable readers to construct which skill as quickly as phrases
are identified.
The motive of analyzing is for the learner to understand the written language.
One of the quintessential obligations of the reader is to discover out what the creator
would like to say. According to Paul S. Anderson, there are seven aims of studying -
analyzing for details, information, organization, classifying, evaluating, and contesting.
Reading is a system of negotiating to mean; the reader brings to the textual
content a set of schemata for the perception it and intake is the product of that
interaction. There are four sorts of studying - interactive, perceptive, selective,
interactive, and extensive, (Nigam &amp; Rutan, 2001) According to the there are
several factors that affect understanding. These factors are cognitive factors, affective
factors, a factor of reading text, and a factor of language acquisition. The last factor is

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related to the level of proficiency related to vocabulary, structure, and elements of the
text.

Reading Comprehension
Reading comprehension is the act of combining facts in a passage with prior
knowledge in order to assemble meaning. Students need to be in a role to select out a
textual content consisting of many sentences and pick out the indispensable thinking to
which all the sentences refer. After the reader is capable to recognize what the most
fundamental is, he wishes to be successful to discover what the subsequent most
important thing is. (Schumn, 2006) said that the comprehension technique involves an
appreciation of words and how these words are used to create meaning. Comprehension
entire three parts, they are the reader who is doing the reading, the textual content at
hand, and the operation to process the text.
Reading must be dealt with as a purposeful pastime in which beginners are
simply aware of what to do. Academic reading is a complex and multi-level procedure
as it requires three components: good-sized and intensive reading, synthesis of materials
from more than a few sources, and energetic involvement in discovering authorial and
purposes.
There are four stages of studying comprehension - literal, interpretative, critical,
narrative, and effective. Literal comprehension entails obtaining records that are directly
stated. Critical comprehension involves evaluating written cloth comparing ideas with
known standards and drawing conclusions about their accuracy, appropriateness, and
timeliness.

Vocabulary Mastery
Vocabulary is one of the most important components of language. Since it is a
fundamental component of language, vocabulary is an important part of language
learning.
Vocabulary is defined as "a list or collection of words and phrases usually
alphabetically organized and explained or defined" (Hornby, 2000) Nobody can
communicate through language if they do not know how to use words. "Without
grammar, very little can be conveyed, without vocabulary, nothing can be conveyed,"

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(Hammer, 2002) said, emphasizing the importance of vocabulary in a language. (Napa,

2005) agreed, claiming that there is no language without the use of words.
Mastering vocabulary naturally aids students in the use of and examining the 4-
language knowledge (listening, speaking, inspecting, and writing). As a result, there is a
precise hyperlink between vocabulary knowledge and language capability performance.
However, lookup has printed that vocabulary's contribution to quite an extent language
skills differs. This intelligence that the diploma of vocabulary affiliation varies between
listening, speaking, reading, and writing.
Most other linguistic abilities, according to (Roche, T. & Harrington, 2013) need
the development of vocabulary. According to (Stæhr, 2008), vocabulary has a greater
impact on reading and writing than on speaking and listening abilities.
(Schmitt, 1997) investigated vocabulary learning strategies hired through six
hundred immoderate colleges, college, and character EFL inexperienced folks in Japan.
The results placed out that dictionary use, oral and written repetition, phrase spelling,
and contextual guessing have been the maximum many times used techniques; whilst
have been a right deal plenty less frequently used have been semantic map, the key-
word method, and fundamental language cognates. (Parvareshbar, 2016) investigated
the have an effect on of the use of rapid memories on improving vocabulary studying of
Iranian intermediate EFL inexperienced individuals divided into groups. The outcomes
mounted that the experimental enterprise organization that grew to become into taught
the utilization of short reminiscences outperformed the control enterprise with a huge
difference. (Nazara, 2019) employed a mixed-strategies look at to analyse vast range
one college students' faith of the use of quick stories to broaden vocabulary. The
outcomes proven the students' trust nearer to the use of short story became into positive.
According to (Lusianah, 2017), there used to be a low high-quality correlation
(rxy = 0.386) between vocabulary mastery and examining comprehension amongst
Patra Mandiri Palembang junior and senior excessive school students. In a analyse
about performed through the use of (Ali, 2010) it was once as soon as determined that
having greater vocabulary or vocabulary mastery substantially impacts the
comprehension of the student’s analysing activity. (rxy = 0.641). (Valentia, 2017)
observed that there is a nice reasonable affiliation between vocabulary and reading, with
rxy = 0.563, in a learn about consisting of students from Senior High School Islamiyah,

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Pontianak. According to (Mayasari, 2012), vocabulary and reading have a sturdy

brilliant relationship (rxy = 0.99).
Meta-analysis is a statistical tool for estimating the advocate and variance of
underlying populace penalties from a collection of empirical research addressing
ostensibly the equal look up question (Field &amp; Gillett, 2010).
In mild of the foregoing discussion and to add to the literature, the existing day
researcher wanted to show up into the correlation between students' vocabulary mastery
and reading comprehension A Meta analysis.

METHOD

This lookup used descriptive qualitative. The records of this learn about used to
be 23 comparable study which focus on correlation between vocabulary mastery and
analyzing comprehension. The records contained r and n. r is a coefficient cost and n is
an respondent. In gathering the data, the researchers had been the use of five steps,
namely:

1. Collecting studies or meta-analysis materials for the last 5 years, starting in 2017-
2021

2. Calculate the effect size of each study

3. Estimate the summary effect or mean effect size

4. Moderator variable analysis

5. Publication bias evaluation

RESULTS AND DISCUSSION

RESULTS

Below is a study that was successfully compiled by the researcher, which is

summarized in Microsoft Excel with the structure (name, year of the study, n is the
number of participants, r is the coefficient value.

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Table 1 Studies or Meta-Analysis materials

Studies Name r n
(Armykiran, 2017) 0,361 32
(Lusianah, 2017) 0,386 180
(Muzammil, 2019) 0,807 32
(Simaibang, 2017) 0,743 30
(Siska, 2020) 0,475 66
(Wulandari, 2021) 0,436 60
(Aprilia, 2019) 0,44 36
(Manihuruk, 2020) 0,14 52
(Destariansyah, 2020) 0,984 74
(Dai Dairaby, 2020) 0,306 77
(Pujiani, 2021) 0,522 60
(Saffana, 2021) 0,104 32
(Mansur, 2021) 0,495 40
(Yessika, 2017) 0,4337 38
(Yasa, 2018) 0,491 30
(Bahri, 2019) 0,5 32
(Mahanani, 2017) 0,5469 30
(Valentia, 2017) 0,563 47
(Sudirman, 2020) 0,473 30
(Muhammadiyah, 2019) 0,827 20
(Suhendra, 2019) 0,549 30
(Anwar, A, 2017) 0,864 60
(Oktapianti, 2019) 0,983 47

DISCUSSION
The effect sizes of the studies
To calculate the effect sizes of each study, the first step that must be done is to
collect the values of n and r, then create a table in Microsoft Excel.

Formulas:

1+𝑟 1
z = 0,5𝑥 ln1−𝑟 𝑣𝑧 = 0,5𝑥 𝑙𝑛 𝑛−3 𝑆𝐸𝑍=√𝑉𝑧

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Table 2 Analysis result of Mean Effect Size

No Studies Name r n z Vz Sez

1 (Armykiran, 2017) 0,361 32 0,378 0,034 0,186
2 (Lusianah, 2017) 0,386 180 0,407 0,006 0,075
3 (Muzammil, 2019) 0,807 32 1,118 0,034 0,186
4 (Simaibang, 2017) 0,743 30 0,957 0,037 0,192
5 (Siska, 2020) 0,475 66 0,517 0,016 0,126
6 (Wulandari, 2021) 0,436 60 0,467 0,018 0,132
7 (Aprilia, 2019) 0,44 36 0,472 0,03 0,174
8 (Manihuruk, 2020) 0,14 52 0,141 0,02 0,143
9 (Destariansyah, 2020) 0,984 74 2,41 0,014 0,119
10 (Dai Dairaby, 2020) 0,306 77 0,316 0,014 0,116
11 (Pujiani, 2021) 0,522 60 0,579 0,018 0,132
12 (Saffana, 2021) 0,104 32 0,104 0,034 0,186
13 (Mansur, 2021) 0,495 40 0,543 0,027 0,164
14 (Yessika, 2017) 0,4337 38 0,464 0,029 0,169
15 (Yasa, 2018) 0,491 30 0,537 0,037 0,192
16 (Bahri, 2019) 0,5 32 0,549 0,034 0,186
17 (Mahanani, 2017) 0,5469 30 0,614 0,037 0,192
18 (Valentia, 2017) 0,563 47 0,637 0,023 0,151
19 (Sudirman, 2020) 0,473 30 0,514 0,037 0,192
20 (Muhammadiyah, 2019) 0,827 20 1,179 0,059 0,243
21 (Suhendra, 2019) 0,549 30 0,617 0,037 0,192
22 (Anwar, A, 2017) 0,864 60 1,309 0,018 0,132
23 (Oktapianti, 2019) 0,983 47 2,38 0,023 0,151

Descriptions:
z = Effect size
Vz =Variant of z
Sez = Standard error value

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Summary Effect or Mean Effect Size

To calculate the effect sizes of each study, the first step that must be done is to
collect the values of z and Sez, upload in JASP.

Figure 1 Summary Effect or Mean Effect Size

Table 3 Heterogeneity Test

Fixed and Random Effects

Q df p
Omnibus test of Model Coefficients 34.850 1 < .001

Test of Residual Heterogeneity 428.478 22 < .001

Note. p -values are approximate.

Interpretation:
The results of the analysis show that the 23 effect sizes of the analysed studies
are heterogeneous (Q = 428.478; p < 0,001). Thus, the Random effect model is more
suitable for estimating the average effect size of the 23 analysed studies, the results of
the analysis also identify that there is potential to investigate moderating variables that
affect the relationship between student's vocabulary mastery and reading
comprehension.

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Table 4 Summary Effect/Mean Effect Size

Coefficients

95% Confidence Interval

Estimate Standard Error z p Lower Upper

intercept 0.749 0.127 5.903 < .001 0.500 0.998

Note. Wald test.

Interpretation:
The results of the analysis using a random (effect) model allow that there is a
significant positive correlation between student's vocabulary mastery and reading
comprehension (z = 5.903; p < 0,001; 95%Cl [[0.500; 0.998]]. The effect of student's
vocabulary mastery and reading comprehension is in the high category. (𝑟𝑅𝐸 = 0.749).

*r = 1 -3 (low); r = -5-3 (moderate); r = 5-10 (high) (Cohen, 1998)

Forest plot

Figure 2 Forest plot

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Publication Evaluation
Funnel Plot

Figure 3. Funnel Plot

Interpretation:
The results of the funnel plot are difficult to conclude whether the funnel plot is
symmetrical or not, so an Egger test is needed to test whether the funnel plot is
symmetrical or not.

Tabel 5 Egger test

Regression test for Funnel plot asymmetry ("Egger's test")
z p
sei -0.279 0.780

Interpretation:
p > 0.05 confirms that the funnel plot is symmetrical. Thus, it can be concluded that
there is no publication bias problem in this meta-analysis study.

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Tabel 6 Fail-safe N
File Drawer Analysis
Fail-safe N Target Significance Observed Significance
Rosenthal 4727.000 0.050 < .001

Interpretation:
Since K= 23, so 5K+10 = 125. The fail- safe N value obtained is 4727.000, with
a significant target of 0.05 and p < 0.001. Because the safe value of N > 5K+10, it can
be concluded that there is no publication bias problem in the meta-analysis study.

CONCLUSION
Based on the evaluation of publication bias using a funnel plot or Egger test and
fail -safe N analysis or fail drawer analysis, it can be concluded that there is no
publication bias.

The Random effect model was more suitable for estimating the mean effect size of
the 23 studies analysed, the results of the analysis also identified that there is potential
to investigate moderating variables that influence the relationship between students'
vocabulary mastery and reading comprehension.

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