THE CONTRIBUTION OF VOCABULARY MASTERY TOWARD READING

COMPREHENSION
A THESIS
Presented as partial fulfillment of the requirement for the attainment of the Sarjana
Pendidikan Degree in English Language Education

TRI DARYANTI
09202244033

ENGLISH EDUCATION DEPARTMENT

FACULTY LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2015

SURAT PERNYATAAN

Yang bertanda tangan di bawah ini

Nama

: Tri Daryanti

NIM

: 09202244033

Jurusan

: Pendidikan Bahasa Inggris

Fakultas

: Fakultas Bahasa dan Seni

JudulSkripsi : The Contribution of Vocabulary Mastery toward Reading Comprehension

Menyatakan bahwa skripsi ini adalah hasil pekerjaan saya sendiri dan sepengetahuan
saya tidak berisi materi yang ditulis oleh orang lain sebagai persyaratan penyelesaian studi di
perguruan tinggi ini atau perguruan tinggi lain kecuali bagian-bagian tertentu yang saya ambil
sebagai acuan dengan mengikuti tata cara dan penulisan karya tulis ilmiah yang lazim.
Apabila ternyata terbukti bahwa pernyataan ini tidak benar, sepenuhnya menjadi
tanggungjawab saya.

Yogyakarta, August 2015

Penulis,

Tri Daryanti
NIM. 09202244033

iv

DEDICATIONS

I dedicate this thesis to everyone who expects me to graduate this year. Thank you for
encouraging me to finish this thesis.

Motto

Disciplining

yourself to do what you know is right and important, although difficult, is

the highroad to pride, self-esteem, and personal satisfaction
(MargarethTatcher)

vi

ACKNOWLEDGEMENTS

Alhamdulillahirobbilalamin, all praise be to Allah SWT, the Almighty, the Merciful, and
the Owner of the universe who has blessed me with beautiful things in my life.
First of all, I would like to express the greatest gratitude to my supervisor, Dr. Agus
Widyantoro, M.Pd. who has been willing to spare his valuable time not only for reading,
correcting and improving my thesis but also for encouraging me to finish this thesis. My
gratitude also goes to all of my lecturers of the English Language Education Department State
University of Yogyakarta who have taught me a lot of things.
I appreciate Mr. Dr. Sunaryo, the principal of SMP N 4 Wates, who has permitted me to
undertake the research. Then, I thank to Ms Suwarti, S.Pd., the English teacher, who has helped
and treated me very well. I also thank students of Classes VIII A and VIII B of SMP N 4 Wates
for their willingness to participate in this research.
My sincere gratitude also goes to my beloved mother and father, my sisters Mbak Yani
and Mbak Zahroh for their support, care, prayer, and endless love. My deepest thanks are also
addressed to David Sanjaya for always supporting me. I really thank all of my friends Nuari,
Fahmi, Mas Adhi, Hani, Juni, Yuni, and Tatik who give me such friendships. I hope that this
thesis would be useful for the readers. However, I realize that this thesis is far from being
perfect, so any criticisms, ideas and suggestions for its improvement are greatly appreciated.

Yogyakata, August 2015

Tri Daryanti

vii

TABLE OF CONTENT

COVER.....i
APPROVAL.ii
RATIFICATION.iii
DECLARATION....iv
DEDICATION....v
MOTTOS.....vi
ACKNOWLEDGEMENTS...vii
TABLE OF CONTENT.viii
LIST OF APPENDICES......x
LIST OF FIGURES...xii
LIST OF TABLES...xiii
ABSTRACTS...xiv
CHAPTER I INTRODUCTION.....1
A.
B.
C.
D.
E.
F.

Background of the Study.1

Identification of the Problem...5
Limitation of the Problem....6
Formulation of the Problem.....8
Objectives of the Research..8
Significance of the Research...8

CHAPTER II LITERATRE REVIEW AND

CONCEPTUAL FRAMEWORK.........9
A. Literature Review........9
1. Theory of Reading.........9
a. The Nature of Reading............9
b. Components of Reading.............11
c. Specific Skills Involved in Reading...............12
2. Theory of Reading Comprehension..............14
viii

a. The Nature of Reading Comprehension.............14

b. Models of Reading Processes..17
c. Micro-skills and Macro-skills of Reading...19
3. Theory of Vocabulary....21
a. The Nature of Vocabulary...21
b. The Importance of Vocabulary23
c. Kinds of Vocabulary....25
d. Vocabulary Elements...27
e. Vocabulary Size.......31
f. Vocabulary Learning....32
B. Review of Related Studies..38
C. Conceptual Framework........40
D. Hypothesis............................40
CHAPTER III RESEARCH METHODS...41
A.
B.
C.
D.
E.

Research Type..............41
Setting of the Research........43
Population, Sample, and Sampling......43
Data Collection Techniques.....44
Data Analysis Technique.....46

CHAPTER IV RESULT OF THE STUDY49

A.
B.
C.
D.

The Data Description....49

The Testing of Pre-requirement Analysis.50
The Hypothesis Testing....52
The Discussion of the Research Finding......54

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION.....57

A. Conclusion....................57
B. Implication....................57
C. Suggestion.........................58
REFERENCES.............................60

ix

LIST OF APPENDICES

Appendix 1: List of Students Joining the Try Out...64

Appendix 2: List of Students Joining the Test.65
Appendix 3: The Blueprint of Vocabulary Mastery...66
Appendix 4: Instrument of Vocabulary Mastery (Try Out)67
Appendix 5: Answer Key of Vocabulary Mastery Instrument73
Appendix 6: The Blueprint of Reading Comprehension (Try Out)74
Appendix 7: Instrument of Reading Comprehension.75
Appendix 8: Answer Key of Reading Comprehension Instrument89
Appendix 9: Blueprint of Vocabulary Mastery (to Take the Data)90
Appendix 10: Instrument of Vocabulary Mastery (to Take the Data)...91
Appendix 11: Answer Key Vocabulary Instrument.94
Appendix 12: Blueprint of Reading Comprehension (to Take the Data).95
Appendix 13: Instrument of Reading Comprehension (to Take the Data)96
Appendix 14: Answer Key of Reading Comprehension Instrument..105
Appendix 15: Validity Test of Vocabulary Mastery..106
Appendix 16: Reliability Test of Vocabulary Mastery..107
Appendix 17: Validity Test of Reading Comprehension...108
Appendix 18: Reliability Test of Reading Comprehension109
Appendix 19: Score of the Result of Students Test...110
Appendix 20: Data Description for Each Variable.111
Appendix 21: Normality Test....................113
Appendix 22: Linearity Test......................115
Appendix 23:HypothesisTest....................116
x

Appendix 24: Table of r value of Product Moment...119

Appendix 25: Table of the F Distribution..120
Appendix 26: Table of the t Distribution...121
Appendix 27: Legalizations..................122

xi

LIST OF FIGURES

Figure 1: Five Components of Reading.11

Figure 2: Diagram of the Relationship between X and Y..42

xii

LIST OF TABLES

Table 1: Class of Words.........................35

Table 2: The Interpretation of r Value.48
Table 3: The Descriptive Statistics of Each Variable..49
Table 4: The Frequency Distribution of the Score of Vocabulary..50
Table 5: The Frequency Distribution of the Score Reading Comprehension.....50
Table 6: The Summary of Normality Test..51
Table 7: The Result of Linearity Test..52
Table 8: The Hypothesis Result................53

xiii

THECONTRIBUTION OF VOCABULARY MASTERY TOWARD READINGCOMPREHENSION

Tri Daryanti
09202244033
ABSTRACT
This research is aimed to determine the correlation between vocabulary mastery and
reading comprehension of the 8th grade students of SMP Negeri 4 Wates in the academic year of
2013/2014. The type of this research was non-experimental research study or in other words expost facto research. The instruments of this research include instrument try-out test and tests of
vocabulary mastery and reading comprehension.
The research was carried out in April 2014 at SMP Negeri 4 Wates. The method used in
this study was a correlational study. The population was all of the 8th grade students of SMP
Negeri 4 Wates in the academic year of 2013/2014 which consists of five classes. The sample
was 28 students taken by cluster random sampling technique. The instruments in collecting the
data were tests. The tests were used to collect the data of vocabulary mastery and reading
comprehension. The technique which was used to analyze the data was Linear Regression
analysis Statistic by using SPSS 16.
The results of the sresearch show that there is a correlation between students vocabulary
mastery and students reading comprehension. The correlation is positive and significant. The
result of the hypotheses testshowed that the coefficient of correlation is 0.600 and the total
effective contribution of vocabulary mastery is 36%. The significance of F is 0.001 < 0.05.It
means that Ho is rejected. So, there is a positive correlation between vocabulary mastery and
reading comprehension of the 8th grade students of SMP Negeri 4 Wates in the academic year of
2013/2014.Regarding the result of the research, it can be concluded that vocabulary mastery
haspositive contribution in reading comprehension. Itcontributedto improve reading
comprehension although reading comprehension does not completely depend on the variables.

xiv

CHAPTER I
INTRODUCTION

A. Background of the Study

According to the English curriculum for junior high schools in Indonesia,
the English teaching covers four skills, namely reading, listening, speaking,
and writing. The four skills are supported by learning of language elements.
The language components involve vocabulary, grammar, and pronunciation.
In fact of all language components, vocabulary holds the main core in
language teaching. This is in line with what Richards and Renandya
(2002:255) say that vocabulary is a core component of language proficiency
and provides much of the basis for how well learners speak, listen, read, and
write. It means that to improve their language skills, learners must master
vocabulary.
In reading, for instance, the students will get difficulties in comprehending
a text if they do not know the meaning of words in the text. In relation to the
objective of teaching reading in junior high schools, which provides the
students with the abilities to get the information from books which are written
in English, teachers need to pay attention to the students vocabulary mastery.
Similarly in speaking, they cannot speak fluently if they have only few
vocabularies. In addition, vocabulary is essential in writing. A good writer has
a good vocabulary because it is essential to clarity and accuracy. Furthermore,
in listening the students can understand what the speaker says if they know
lots of words.
1

The English skills should be mastered simultaneously by the students.

Reading is one of the most important skills that should be acquired by the
students. Students who have good reading ability can extract a lot of
information and knowledge from various textbooks and other references to
support their learning process. Reading also can help students to increase their
language knowledge, such as the new vocabularies, phrases, and many more
when they read various kinds of books.
According to Alyousef (2005:144), reading can be seen as an interactive
process between a reader and a text which leads to automaticity or reading
fluency. In this process, the reader interacts dynamically with the text as he or
she tries to elicit the meaning and where various kinds of knowledge are being
used. It implies that in reading process, the reader does not merely focus on
the level of recognizing the words, but the most important thing is to
comprehend the meanings and the message on the text. Furthermore, Snow
(2002:1) defines reading comprehension as the process of simultaneously
extracting and constructing meaning through interaction and involvement with
written language. It is clear that, when reading, a reader not only understands
the strings of written-letters, but also extracts the meaning to understand the
message being given by the writer.
Scott (2007) proposes that one of the most fundamental aspects of
comprehension is the ability to deal with unfamiliar words encountered in text.
This statement deals with the importance of vocabulary in reading activity.
Bromley on his research (in Scott, 2007), concludes that vocabulary knowledge
2

promotes reading fluency, boots reading comprehension, improves academic

achievement, and enhances thinking and communication. Those statements
indicate that vocabulary plays an important role in reading. Then, Aebersold
and Field (1997:138) add that vocabulary is important for getting meaning
from a text. It means that one needs more vocabularies so that he or she can
understand the meaning of the sentence.
The significances of vocabulary mastery are, first, vocabulary is important
to master listening skills. When a person knows so many words, they will
know what other people are talking about. Second, vocabulary is very
important to master speaking skills. People will never say exactly what are in
the mind if they do not know many words best represent them. Then, to
expand the writing skill, to move to the upper level of the text that are
educational and scientific texts, the person have to have wide range of
vocabulary. The last, it is a crucial thing in reading activity because without
knowing some words that someone reads, the person will not understand the
purpose and what the passages are about.
Vocabulary mastery has always been an essential part of learning English
as a foreign language. Inadequacy vocabulary will obstruct the students
chances to communicate in English. So, vocabulary mastery plays an
important role in the four language skills, especially reading. As West states in
Coady and Huckin (1997:9), the primary thing in learning a language is the
acquisition of vocabulary, and practice in using it which is the same thing as
acquiring. Vocabulary knowledge has long been recognized as a strong
3

correlation of reading comprehension. In short, it is nice to be able to report

that reading improves vocabulary mastery and vocabulary plays an important
role in reading, especially reading comprehension.
Vocabulary enables someone to communicate better because the person
can vary the use of words by applying synonym strategy, to handle problems
successfully because sometimes the use of certain terms or words makes
statements more powerful, and a lot of good professions need people with a
good vocabulary mastery, such as lawyer, ambassador, host on TV, also
teacher. Knowing the facts above, the condition of grade 8th students in SMP
Negeri 4 Wates is they have relatively low vocabulary mastery. A lot of them
are indeed quite good with their vocabulary, but those kinds of students exist
in small numbers. Good language users are characterized by good choice of
words but many students cannot use appropriate words in English. Some
students are good at English but they find difficulties to expand their
vocabulary. And good vocabulary mastery is characterized by good ability to
use it in the sentences but many students fail in these skills.
Considering the idea above, the writer is interested in carrying out
research about the contribution of vocabulary mastery toward reading
comprehension of grade 8th students in SMP Negeri 4 Wates.

B. Identification of the Problem

Based on the background of the study above, some problems concerning
the students reading comprehension can be identified.
Talking about reading as one skill of English as the first foreign language
that should be mastered, the teaching-learning process cannot be left behind
because the reading skill is an integrated part of the process itself. The
teaching-learning process involves how to introduce the four language skills
to students including reading comprehension ability.
According to Alderson (2000:32), the reader factors in comprehending text
includes: his or her background knowledge, or generally called schemata,
affection and purpose of reading.
1) Background knowledge
This factor provides the readers with repertoire on which to draw when
searching for an authors meaning.
2) Affection
This factor includes interest, motivation, attitudes, beliefs, and feelings.
The affective factors have an important role in influencing what is
understood by the readers.
3) Purpose of reading
A reader can have problems in understanding a text if he reads with no
particular purpose in mind. Purposes of reading help the reader to focus on
information that he wants to find out.

Vocabulary takes role in influencing reading comprehension. The problem

in interpreting meaning often occurs during the initial stages in the acquisition
of either general or technical vocabulary.
From the description above, it can be seen that comprehension is the result
of the complex functioning involving a number of different elements. It is
related to all its components in greater or lesser measure for a given selection
of reading matters. The ability in understanding vocabularys meaning has
role in influencing reading comprehension. An understanding of vocabularies
will aid the students in understanding the meaning of the words in their
reading.

C. Limitation of the Problem

The identification of the problems above shows that a reading skill is a
complex ability that involves what is being read and what readers already
know in the real world and related to many factors. Related to such a case, it
is nearly impossible to discuss all the problems, so the research needs to be
limited. The object of this study is concerned on two variables, they are
reading comprehension and vocabulary mastery. Then, this research is
focused on the contribution of students vocabulary mastery toward reading
comprehension.

The researcher chose vocabulary mastery in this study because the

knowledge of vocabulary is very important, learners have to pay a greater
attention to the vocabulary teaching. The teacher must have a good, effective

and efficient method in order that the teaching vocabulary is successful. If

someone can master vocabulary well, she or he will be able to promote
fluency, boost comprehension, improve achievement, and enhance thinking
and communication.

According to Bromley (2004:3-4) states that vocabulary holds some

important roles in teaching-learning process. They are as follows:

1) Promoting fluency: Students who recognize and understand many words,

read more quickly and easily than those with smaller vocabulary. Fluent
readers read at a faster rate, process more material, more quickly and have
better comprehension than less fluent leaders.
2) Boosting comprehension: Vocabulary knowledge strongly influences
comprehension. On a component analysis of comprehension, word
meanings were found to make up 74% of comprehension.
3) Improving achievement: A large vocabulary means a large fund of
conceptual knowledge which makes academic learning easier. Students
with large vocabulary score higher on achievement tests than those with
small vocabulary.
4) Enhancing thinking and communication: Words are tools for analyzing,
inferring, evaluating and reasoning. A large vocabulary allows for
communicating in ways that are precise, powerful, persuasive, and
interesting.

D. Formulation of the Problem

Based on the problem limitation above that refers to contribution, the
problems of this research are formulated in the form of correlation as follows:
Is there any positive correlation between vocabulary mastery and reading
comprehension of the eighth grade students of SMP Negeri 4 Wates in the
academic year of 2013/2014?

E. Objectives of the Research

Based on the problem statement above, the objectives of this research is to
know whether there is a positive correlation between vocabulary mastery and
reading comprehension of the eighth grade students of SMP Negeri 4 Wates
in the academic year of 2013/2014.

F. Significance of the Research

There are some advantages that hopefully could be gained from this study:
1. The result of this research provides the writer an understanding whether
the students vocabulary mastery have the contribution to the students
reading comprehension.
2. It is expected that this study will stimulate other researchers to conduct
studies in similar fields.
3. For English teachers, the result of this study will hopefully be an input to
improve teaching learning process especially in teaching and learning
reading skill by giving more attention on the improvement of students
vocabulary mastery, and students motivation in learning process.

CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

A. Literature Review
1. Theory of Reading
a. The Nature of Reading
Before defining what reading comprehension is, it is better to know first
what ismeant by reading. Reading is to process text meaning through some
process of interaction with print (Alderson, 2000:1). In line with that, reading
is also defined as a process of understanding written texts. It is a complex
activity that involves both perception and thought. Reading consists of two
related processes: word recognition and comprehension. Word recognition
refers to the process of perceiving how written symbols correspond to ones
spoken language. It is also stated word recognition is a process of accessing
and recognizing individual words (Lems, Miller, and Soro, 2010:65).
According to Rumelhart in Aebersold and Field (1997:5) reading involves
the reader, the text and the interaction between the reader and the text. In
addition, Williams and Robert (1996:2) affirms that reading is a process to
gain understanding by looking at what had been written. It means that reading
is process of obtaining meaning from written texts.

Furthermore, Birch (2002:4) considers reading as an interactive activity in

three ways:
1) The different processing strategies, both top and bottom, along with the
knowledge base, interactwith each other to accomplish the reading.
2) The readers mind interacts with the written text so that the reader can
understand the message.
3) The reader interacts indirectly with the writer of the text across time and
space because it is the writer who is communicating the information to the
readers, but if the reader who must grasp the information from the writer.
Another definition of reading is stated by Celce-Murcia (2001:119), that
reading skill is a process of trying to understand a written text. The reader has
to perform a number of simultaneous tasks: decode the message by
recognizing the written sign interpret the message by assigning meaning to
the string of words and understand what the authors intention was.
Meanwhile, Nunan (2003:68) states that reading is a fluent process of
readers combining information from a text and their own background
knowledge to build meaning. The goal of reading is comprehension.
From the definitions above, reading can be described as the process of
extracting information interactively from printed texts or written language in
order to reach comprehension.

10

b. Components of Reading
There are five components of reading as proposed by National reading
Panel (2000) in Sedita (2010:11). It is set out in the figure below

5 Components of Reading

Identifying words

Phonemics
awareness

Phonics/
word
study

Constructing meaning once

words are identified

Fluency

Vocabulary

Comprehension

Figure.1. Five components of reading

The figure above shows five components of reading. They are phonemic
awareness, phonic/word study, fluency, vocabulary, and comprehension.
Phonemic awareness involves the ability to notice, think about, and work with
the individual sounds in spoken words. Before students learn to read, they
must understand how the sounds in words work. Phonics is related to the
ability to understand the relationship between the letters of written language
and the individual sounds of spoken language. It includes the use of letter
combinations and patterns, syllable types, and skills to read and spell words.
Fluency is the ability to read a texts quickly, accurately, and automatically,
with proper expression and understanding. Vocabulary involves the ability to

11

understand the meaning of words. Comprehension is the ability to derive

meaning based on the information in the text. In order to derive meaning in
the text, the readers own knowledge is needed to use. Teaching students
using specific reading strategies can improve comprehension.
Based on the figure above, the first three components (phonemic
awareness, phonics/word study, and fluency) are necessary for basic
decoding. They allow readers to identify and spell words accurately and
fluently. The last two components (vocabulary and comprehension) enable
readers to construct meaning once words are identified. These last
components have a strong effect on understanding what is read.

c. Specific Skills Involved in Reading

The following are specific skills involved in reading according to Heaton
(1991:105):
1) Recognize words and word groups, associating sounds with their
corresponding graphic symbols;
2) Deduce the meaning of words by
a) Understanding word formation (root, affixation, derivation, and
compounding);
b) Contextual clues (e.g. One of the members of the group exposed the
plot, and the police were soon able to arrest the leaders);
3) Understand explicitly stated information (e.g. I wish Ann had come. =
Ann did not come hence my wish.);

12

4) Understand relations within the sentence, especially elements of sentence

structure, negation, fronting and theme, complex embedding.
5) Understand relations between parts of a text through both lexical devices
(e.g. repetition, synonyms, antithesis) and grammatical cohesive devices,
especially anaphoric and cataphoric reference (e.g. since, after, because,
although, however, in addition);
6) Perceive temporal and spatial relationships, and also sequences of ideas;
7) Understand conceptual meaning, especially
a) Quantity and amount
b) Definiteness and indefiniteness
c) Comparison and degree
d) Means and instrument
e) Cause,

result,

purpose,

reason,

condition,

addition,

contrast,

concession;
8) Anticipate and predict what will come next in the text;
9) Identify the main idea and other salient features in a text;
10) Generalize and draw conclusions;
11) Understand information not explicitly stated by making inferences (i.e.
reading between the lines) and understanding figurative language;
12) Skim and scan (looking for the general meaning and reading for specific
information);
13) Read critically;

13

14) Adopt a flexible approach and vary reading strategies according to the
type of material being read and the purpose for which it is being read.
2. Theory of Reading Comprehension
a. The Nature of Reading Comprehension
There are several definitions about reading comprehension. Snow
(2002:11) defines reading comprehension as the process of simultaneously
extracting and constructing meaning through interaction and involvement
with written language. As the discussion of the definition of reading itself,
readers extract information of the printed texts to construct the meaning of the
texts.
Furthermore, Klinger, Vaughn, and Boardman (2007:8) state that reading
comprehension involves much more than readers responses to text. Reading
comprehension is a multi-component, highly complex process that involves
many interactions between readers and what they bring to the text (previous
knowledge, strategy use) as well as variables related to the text itself (interest
in text), understanding of text types.
According to Snow (2002), comprehension consists of three major
elements: the readers, the texts, and the activities. The readers are the
elements that do the comprehending. They use their skills, the micros and the
macros, to comprehend the texts. The texts are elements that are to be
comprehended. Reading activities definitely deal with all printed texts.
Readers make comprehension through it. The activities of reading are the
elements in which the interaction between readers and texts occurs.

14

In addition, Duke and Pearson (2002:205) affirm that much work on the
process of reading comprehension has been grounded in studies of what good
readers do when reading:
1) Good readers are active readers.
2) From the outset they have clear goals in mind for their reading. Then look
over the text before reading, noting such things as the structure of the text
and the text sections that might be most relevant to their reading goal.
3) As they read, good readers frequently make predictions about their
reading, what to read carefully, what to read quickly, what not to read, and
what to read.
4) Good readers try to determine the meaning of unfamiliar words and
concepts in the text, and they deal with inconsistencies or gaps as needed.
5) They draw from, compare, and integrate their prior knowledge with
material in the text, and also monitor their understanding of the text,
making adjustment in their reading as necessary.
6) Comprehension is a consuming, continuous, and complex activity, but one
that, for good readers, it both satisfying and productive.
Related to reading comprehension, Lems, Miller, and Soro (2010:170)
state that reading comprehension ability is the ability to construct meaning
from a given written text. Reading comprehension is not a static competency,
it varies according to the purpose for reading and the text that is involved.
Other reading expert, Alderson (2000:1) said that reading comprehension
ability is to process text meaning through some processes of interaction with

15

print. Not only looking at the point, the readers also deciding what they
mean and how they relate to each other. Current research views reading
comprehension as a dynamic process in which the reader constructs
meaning based on information that a reader gathers from a text.
A reading expert, Katherine Maria in Arietta (2005:2) defines reading
comprehension as: . . . holistic process of constructing meaning from written
text through the interaction of
1. The knowledge the reader brings to the text, i.e. word recognition
ability, word knowledge, and knowledge of linguistic conventions;
2. The readers in interpretation of the language that the writer used in
constructing the text; and
3. The situation in which the text is read.
Moreover, Pulverness and Williams (2005) explain that comprehending a
textinvolves understanding the language of the text at word level, sentence
level, and whole- text level. In addition, Brown (2004) inserts that in the
attempt to comprehend texts, readers use a set of schemata or their knowledge
about the word while they are reading. In short, it can be concluded that
readers try to understand a text when they read it. To do that, they do not only
interact with the text itself but also activate their background knowledge
about the text. This comprehension can be achieved after they manage to
understand words and sentences composing the text so as to make them
understand the whole text.

16

The theories above tell that reading comprehension is a complex

interactive process that involves what is being read and what the reader
already knows in the real world. The readers who are good at comprehending
can organize between their background knowledge and the message in the
text and decide which process is needed to meet their purpose of reading. The
comprehension process which is based onreading skill will guide the readers
to comprehend a reading text systematically. Some steps in the
comprehension process allow them to operate their thought systematically. It
can be useful for readers to get the meaning of the text in an easier way. In
other words, reading comprehension is a type of reading that focuses on
getting the message of the texts.
b. Models of Reading Processes
Barnett in Aebersold and Field (1997: 17-18) provides a summary of three
main models of how reading occurs. They are:
1) Bottom-up Processing
The theory argues that the readers construct the text from the smallest unit
(letters to words to phrases to sentence) and that the process of constructing
the text from those small unit become so automatic that the readers are not
aware of how it operates. Similarly, states that in bottom-up processing,
readers must first recognize a multiplicity of linguistic signals (letters,
morpheme, syllables, words, phrases, grammatical cues, discourse markers)
and use their linguistic data processing mechanism to impose some sort of
order on these signals. These data-driven operations obviously require a

17

sophisticated knowledge of the language itself. From among all the perceived
data, the reader selects the signals that make some sense, that cohere, that
mean.
For instance, bottom-up is used when the readers have no background
knowledge about the text, so they will grasp the meaning of the text by
constructing the text from smallest unit. It provides a linear or sentence-bysentence building of comprehension.
2) Top-down Processing
This model emphasizes the reconstruction of meaning rather than the
decoding of form. It aids readers comprehension of larger pieces of text,
such as a paragraph or section. They help readers see how an individual
sentence or a group of sentences contribute to that larger meaning.
Furthermore, the theory argues that the reader is an active participant in
the reading process, making predictions and processing information; in which
the reader draws on her own intelligence and experience to understand the
text. In other words, everything in the readers prior experience or
background knowledge plays a significance role in the process.
3) The Interactive Reading
This model is a combination of top-down and bottom-up processing. The
theory describes a process that moves from bottom-up and top-down
depending on the type of the text as well as on the readers background
knowledge, language proficiency level, motivation, strategies use and
culturally shaped beliefs about the reading.

18

In teaching reading, interactive process is trying to cover bottom up and

top down process as Brown says (2000:299). The top-down approach is used
to predict probable meaning, then moving to the bottom-up approach to check
whether that is really what the writer says.The goal of this approach is to
provide students with strategies that will help them become independent
readers, who monitor their own thinking while reading link their prior
knowledge with the text they are reading.
c. Micro-skills and Macro-skills of Reading
Reading is one of the skills in a language teaching. In the reading, the
reader has to perform a number of simultaneous tasks such as decoding the
message by recognizing the written sign, interpret the message by assigning
meaning of the words and understand what authors intention is.
There are two major skills of reading: micro-skills and macro-skills. In
micro skills, readers are required to have skills in dealing with graphemes and
orthographic patterns and linguistic signals. Brown (2004:187-188) provides
the list of skills of reading comprehension as follows:
1) Discriminate among the distinctive graphemes and orthographic patterns
of English
2) Retain chunks of language of different lengths in short-term memory
3) Process writing at an efficient rate of speed to suit the purpose
4) Recognize a core of words, and interpret word order patterns and their
significance

19

5) Recognize grammatical word classes (nouns, verbs) systems (e.g., tense,

agreement), patterns, rules, and elliptical forms
6) Recognize that a particular meaning maybe expressed in different
grammatical forms
7) Recognize cohesive devices in written discourse and their role in signaling
the relationship between and among clauses.
In macro-skills, readers need to make use of their discourse knowledge,
communicative functions of written texts, inference skills, scanning and
skimming techniques. Brown (2004:187-188) presents the macro-skills of
reading as follows:
1) Recognize the rhetorical forms of written discourse and their significance
for interpretation
2) Recognize the communicative functions of written texts, according to form
and purpose
3) Infer context that is not explicit by using background knowledge
4) Infer links and connections between events, ideas, deduce causes and
effects, and detect such relation as main idea, supporting idea, new
information, given information, generalization and exemplification
5) Distinguish between literal and implied meanings
6) Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata

20

7) Develop and use a battery of reading strategies such as scanning and

skimming, detecting discourse makers, guessing the meaning of words
from context, and activating schemata for the interpretation of text.
Therefore, based on the micro-skills and macro-skills that have been
determined, the reading techniques and the reading activities should include
those reading micro-skills and macro-skills as well as employ reading
strategies needed by the students. It aims to help students to comprehend the
text effectively and making them easier to deal with various kinds of texts.
3. Theory of Vocabulary
a. The Nature of Vocabulary
Vocabulary cannot be separated from language skills because it plays an
important role in understanding the language holistically. Hornby (1995, 133)
says that vocabulary is a list of words with their meanings. It is the core of
language.
According to Hatch and Brown (1995:1), the term vocabulary refers to a
list or set of words for a particular language or a list or a set of words that
individual speaker of language might use. Moon (in Schmit and McCarthy,
1997:105) argued that traditionally, vocabulary has been seen as individual
words that could be used with a great deal of freedom. It is the key aspect of
learning a language.
Thornbury (2002:14) states that vocabulary means a large collection of
items. He adds that learning vocabulary is important because it enriches
someones knowledge of words. In reference to the reading comprehension,
the students should acquire a number of vocabularies to get better

21

understanding in reading an English text. In line with Thornbury, Stahl (2005)

defines vocabulary as knowledge; the knowledge of a word not only implies a
definition, but also implies how that words fits into the world.
Lehr, Osborn, and Hiebert (in

Kamil and Hiebert, 2005:2-3) define

vocabulary as knowledge of words and word meaning in both oral and written
language and in productive and receptive forms. More specifically, they use
vocabulary to refer to the kind of word that students must know to read
increasingly demanding text with comprehension. Nunan (1999:101) says
that vocabulary is more than lists of target language words. Vocabulary is part
of the language system.
Mastering a large number of vocabulary is very important for foreign
language learners. Without mastering it, foreign language learners will get
some difficulties in developing the four language skills. Vocabulary mastery
deals with words and meaning. Hornby (1995:72) defines mastery as
complete knowledge or great skill. The term mastery which is defined as
complete knowledge is also often called as acquisition. The complete
knowledge here is the knowledge of the form and meaning the word.
Considering the discussion above, it can be concluded that vocabulary is
the basis of communication that is needed by people to understand the
meaning of words and helps them to express the ideas precisely. It can be
inferred that because language consists of words, to be able to use the
language approximately, learners should master the words of the language.

22

Having mastered a large number of words, they will be able to express their
ideas or ask information and to participate in the conversation.

b. The Importance of Vocabulary

The primary thing in learning a language is the acquisition of vocabulary.
Therefore, success in learning English requires vocabulary acquisition. A
large vocabulary cannot guarantee the learners competence in learning
English, but inadequacy of vocabulary will obstruct their chances to make
success in learning English. Rivers in Nunan (1998:117) argues that the
acquisition of an adequate vocabulary is essential for successful second
language use because without an extensive vocabulary, one will be unable to
use the structures and functions.
Nunan (1998:118) says that the development of a rich vocabulary is an
important element in acquisition of a second language. It is important for a
learner to master the vocabulary of the target language because it is essential
part of communication.
Furthermore, Cameron (2002:72) believes that building a useful
vocabulary is central to the learning of a foreign language of the primary
level. Vocabulary is fundamental to using the foreign language as discourse,
since it is both learnt from participating in discourse and is essential to
participating in it.
To show how important vocabulary is, Bromley (2004:3-4) states that
vocabulary holds some important roles in the teaching-learning process. They
are as follows:

23

1) Promoting fluency. Students who recognize and understand many words

read more quickly and easily than those with smaller vocabularies. Fluent
readers read at a faster rate, process more material more quickly and have
better comprehension than less fluent readers.
2) Boosting comprehension. Vocabulary knowledge strongly influences
comprehension. On a component analysis of comprehension, word
meanings were found to make up 74% of comprehension.
3) Improving achievement. A large vocabulary means a large fund of
conceptual knowledge which makes academic learning easier. Students
with large vocabularies score higher an achievement test than those with
small vocabularies.
4) Enhancing thinking and communication. Words are tools for analyzing,
inferring, evaluating, and reasoning. A large vocabulary allows for
communicating in ways that are precise, powerful, persuasive and
interesting.
Moreover, Thornbury (2002:14) states that vocabulary means a large
collection of items. He adds that learning vocabulary is important because it
enriches someones knowledge of words. This implies that the success of the
learner in learning a language depends on not only the size of vocabulary he
or she has learned but also vocabulary building.
In conclusion, realizing that the knowledge of vocabulary is very
important, learners have to pay attention to the vocabulary teaching. The
teacher must have a good, effective and efficient method in order that the

24

teaching vocabulary is successful. If someone can master vocabulary well,

she or he will be able to promote fluency, boost comprehension, improve
achievement, and enhance thinking and communication.

c. Kinds of Vocabulary
According to Nation (2001:24), there are two kinds of vocabulary in
relation to the language skills of reading, listening, speaking, and writing.
They are receptive and productive or passive and active vocabulary.
Receptive or passive vocabulary refers to the words that native speakers and
foreign learners recognize and understand but hardly ever use, it is used
passively in either listening or reading. Productive or active vocabulary is
utilized actively either in speaking or writing. Learners listening vocabulary
is generally larger than speaking vocabulary while learners reading
vocabulary is relatively larger than writing vocabulary.
Haycraft (1997:44) says that vocabulary is divided into active and passive
vocabulary. Active vocabulary refers to words which the student understands,
can pronounce correctly and uses constructively in speaking and writing.
Meanwhile, passive vocabulary is words that the student recognizes and
understands when they occur in a context, but which he cannot produce
correctly himself.
In addition, Carson (1997:6) distinguishes between productive and
receptive vocabulary in the following way. He calls the productive
vocabulary as a motivated vocabulary. It consists of all the words learners
need in communication of everyday life. A receptive vocabulary includes the

25

productive vocabulary and it also includes the learners unmotivated

vocabulary. The unmotivated vocabulary can be divided into two groups: 1)
words that are only partly understood and are not well known enough to use
actively, and 2) words that are not needed in daily communication.
Furthermore Hoffman (1993:232) says that there are two kinds of
vocabulary. They are the core vocabulary and the peripheral vocabulary. The
core vocabulary is vocabulary that contains the words used everyday. The
peripheral vocabulary is the innumerable words that one uses only
infrequently.
In relation to kinds of vocabulary, Nation (2001) states that there are four
categories of vocabulary in the non-fiction text, they are:
1) High frequency words. These words are almost 80% of the running words
in the text.
2) Academic words. Typically, these words make up about 9% of the running
words in the text.
3) Technical words. These words make up about 5% of the running words in
the text. It is used by people working in a specialized field.
4) Low-frequency words. There are the words of moderate frequency that
does not manage to get into the high-frequency list. They make up over
5% of the words in an academic text.
In relation to the teaching language skills, vocabulary is divided into four
parts. They are reading vocabulary, listening vocabulary, writing vocabulary,
and speaking vocabulary. Reading vocabulary is all the words that readers

26

can recognize when reading. This is the largest type of vocabulary simply
because it includes the other three. Listening vocabulary is all the words that
the listeners can recognize when listening to speech. This vocabulary is aided
in size by context and tone of voice. Writing vocabulary is all the words that
the writers can employ in writing. Contrary to the previous two vocabulary
types, the writing vocabulary is stimulated by its user. Speaking vocabulary is
all the words that the speakers can use in speech.
In conclusion, mastering vocabulary, including receptive and productive
vocabulary ones, is important. The learners need to master receptive
vocabulary in listening and reading. They must know and understand the
words that are used by native speakers. They also do not need all the words in
daily communication, whereas productive vocabulary is needed in daily
communication. Thus, the learners must understand all the words in speaking
and writing.

d. Vocabulary Elements
In her book, Ur (1996: 60-62) gives some elements that need to be taught
in teaching vocabulary which will indicate students vocabulary mastery.
They are:
1) Form: pronunciation and spelling
The learner has to know what a word sounds like (its pronunciation) and
what a word looks like (its spelling). These are fairly obvious characteristics,
and one or the other will be perceived by the learner when encountering the

27

item for the first time. In teaching, the teacher needs to make sure that both
these aspects are accurately presented and learned.
2) Grammar
The grammar of a new item will need to be taught if this is not obviously
covered by general grammatical rules. An item may have an unpredictable
change of form in certain grammatical contexts or may have some
idiosyncratic way of connecting with other words in sentences; it is important
to provide learners with this information at the same time as the teacher
teaches the base form. When teaching a new verb, for example, he might also
give its past form, if this is irregular think thought and he might note if it
is transitive or intransitive.
3) Collocation
Words and phrases which appear to be very similar in meaning are often
distinguished from another by the different ways in which they collocate with
other words. The collocations typical on particular items are another factor
that makes a particular item sound right or wrong.
For example: People will express spend the time or spend the money
than use the time or use the money.
4) Aspect of meaning
1) Denotation
The meaning of a word is primarily what it refers to in the real word
and this is often the sort of definition that is given in a dictionary. This is

28

denotation or conceptual meaning. For example, dog denotes a kind of

animal.
2) Connotation
A less obvious component of the meaning of an item is its connotation.
The associations, positive or negative feelings it evokes, which may or
may not be indicated in a dictionary definition. Connotation is the
communication value as expressed by virtue of what it refers to, over and
above its purely conceptual content. For example, slim has favorable
connotations, while thin has unfavorable; so that one could describe
something as slim body not thin body.
3) Appropriateness
A more suitable aspect of meaning that often needs to be taught is
whether a particular item is the appropriate one to use in a certain context
or not. Thus it is useful for a learner to know that a certain word is very
common, or relatively rare, or tends to be used in writing but not in
speech, or is more suitable for formal than informal discourse. For
example, the word weep is virtually synonymous in denotation with cry,
but it is more formal, tends to be used in writing more than in speech, and
is in general much less common.
4) Synonyms: means that two or more words have the same meaning
For example: the synonym of smart is clever, bright may serve as the
synonym of intelligent.
5) Antonyms: the term antonym is used for opposite meaning of word.

29

For example: big is an antonym of small.

6) Hyponyms: items that serve as specific examples of a general concept.
For example: the hyponyms of animal are dog, cat, horse.
7) Co-hyponyms or co-ordinates: other item that are the same kind think;
red, blue, and yellow are the co-ordinates.
8) Super ordinates: general concepts that cover specific items; animal is
the super ordinate of lion, cat, dog.
9) Translation: words or expression in the learners mother tongue that are
(more or less) equivalent in meaning to the item being taught; for example:
rose in Indonesia has equivalent meaning with mawar.

5) Word formation
Word formation or the arrangement of words put together is another aspect
of useful information in teaching perhaps mainly for the advanced learners.
Teacher may wish to teach the common prefixes and suffixes: for example, if
learners know meaning of sub-, un-, and able, this will help them guess the
meaning of words like substandard, ungrateful, and untranslatable.
When those factors are fulfilled, it can be said that someone has achieved
vocabulary mastery. In other words, it can be said that if students have
sufficient vocabularies and the other aspects of language, a foreign language
would be easier to be learnt.

30

e. Vocabulary Size
Talking about vocabulary size, Cameron (2001:75) says that vocabulary
size is usually measured to the nearest thousand, and counts word families, in
which a base word and all its inflected forms and derived forms counts as one.
Furthermore, Waring and Nation (in Cameron, 2001:75) state that the size of
the English lexicon has been estimated at 54,000 word families (base word plus
transparent derivations) for the language as a whole, and 20,000 for a
university graduate. Studies indicate that a child adds about 1,000 word
families per year, approximately the same for a second language learner. The
2,000 most common words account for 80-90% of texts, while 3,000-5,000
words are need for reasonable comprehension, accounting for approximately
95% of the words encountered. The implication is that students as language
learner need to learn at least 3,000 words before they can communicate or read
texts with much degree of comprehension.
Meanwhile, learners who learn English as one of the foreign languages
that is taught in schools have limited words or vocabulary that they know or
understand of the language. They cannot study English subject successfully if
they do not master vocabulary. For example in Indonesia, most of Indonesian
learners have a bad achievement in final examination of English subject. Thus,
they experience low development in expanding the English vocabulary.

31

f. Vocabulary Learning
Vocabulary often makes students confused of the meanings of sentence.
This can happen when most of words in the sentence are difficult to understand
or new words that are really strange for the students to grasp their meaning.
Generally, the meaning of a word depends on how the word is related to
other words and based on the context that is used. Meaning in context means
that the meaning of a word is determined by the context in which it is used.
Learning vocabulary in context or the meaning of a word through its use in a
sentence is the most practical way to build vocabulary. Guessing vocabulary
from context clues is a way to discover the meanings of the unknown words or
expression from the sentence which is used or from the surrounding sentences.
Using context clues in word recognition means figuring out of a word based on
the clues in the surrounding text.
Learning vocabulary, in order to develop students vocabulary, includes
the knowledge about word such as the function of words (word class), word
meaning, and word formation. Hopefully, it will help the students to discover
the meanings of words on sentence or text.
The detail explanations are as follows:
a. Word Class
The word class is the classification of words of a language depending on
their function in communication (Hatch and Brown, 1995:218). According to
its function (part of speech), there are noun, verb, adjective, adverb, pronoun,
and preposition.

32

Table 1.Class of Words

Part of speech
Noun (noun
phrase)

Pronoun

Description
A word (or group of
words) that is the name of
a person, a place, a thing
or activity or a quality or
idea. Noun can be used as
subject or subject of a
verb.
A word that is used in
place of a noun or a noun
phrase.

Adjective

A word that gives more

information about a noun
or pronoun.

Verb

A word (or group of

words) which is used in
describing an action,
expression or state.
A word (or group of
words) that describes or
adds to the meaning of a
verb, adjective, another
adverb or a whole
sentence.
A word (or group of
words) which is used to
show the way in which
other words are
connected.

Adverb
(adverbial
phrase)

Preposition
(prepositional
phrase)

Examples
(word)
Book
Plan
The man sitting
in the corner
Town hall
Her
She
Him
They
Kind
Better
Impetuous
Best
Buy
Ride
Be
Set out
Sensibly
Carefully
At home
Tomorrow
For
Of
In
On top of

Examples
(sentence)
I recomended this book.
Our plan to surprise them
succeeded brilliantly.
Do you know the man sitting in
the corner?
Meet me at the town hall.
Janes husband loves her.
She met him two years ago.
Look at him!
They dont talk much.
What a kind man!
We all want a better life.
She is so impetuous.
Thats the best thing about her.
She bought a book.
He likes riding horses.
We are not amused.
She set out on her journey.
Please talk sensibly.
He walked accross the bridge
carefully.
I like listening to music at home.
See you tomorrow.
A plan for life.
Bring me two bottles of wine.
Put it in the box.
Youll find it on top of the
cupboard.

b. Word Meaning
The meaning of a word can only be understood and learnt in terms of its
relationship with other words in the language called as sense relation (Gaims
and Redman; 1998:22). Sense relation consists of:
1) Synonym
Synonym means that two or more words have the same meaning
(McCarthy, 1990:16). Synonym refers to group of words that share a general
sense and so many be interchangeable in a limited number of context, but

33

which on closer inspection reveal conceptual differences (Gaims and

Redman; 1998:15). In other words, synonym refers to a word having the same
or nearly the same meaning as another word.
For example:
a) kid = child
b) big = large
c) flat = apartment

2) Antonym
Antonym can be defined as lexemes which are opposite in meaning
(Crystal, 1999:1655). It refers to relation of oppositeness of meaning.
For example:
a) alive >< dead
b) female >< male
c) polite >< impolite
3) Hyponym
Hyponym is less familiar term to most people than either synonym or
antonym, but it refers to a much more important sense relation (Crystal,
1999:165).
For example:
a) Vehicle: bus, car, motorcycle.
b) Flower: rose, jasmine, lily.

34

c. Word Building
Gaims and Redman (1998:47) state that there are three main forms of
word building which characterize English, namely:
1) Affixation
Affixation is the process of adding prefixes and suffixes to the base item;
in this way items can be modified in meaning and or changed from one part
of speech to another. Based on the types of constructions they form, there are
word which is formed by derivation and word which formed by inflection.
2) Words formed by derivation
Derivation is the construction of word which is result in the change of
word class or the meaning of the stem. There are two derivational, suffixes
and prefixes. Derivational suffixes are syllables or group of syllables such as ion, -able,-less. that are joined to the end of the word or morpheme to change
its meaning. Example: powerless, understandable.
Derivational prefix is a syllable or group syllables such as un-, im-, mis-,
dis-, and pre-, which is joined to the beginning of a word or morpheme to
change its meaning. Example: impatient, disappeared, unemployment,
misunderstanding.
3) Words formed by inflection
Inflection is the construction of words which does not result the change of
word class. There are four kinds of inflection:
a) Plural forms, such as pen-pens, glass-glasses, child-children.
b) Possession, such as Sarahs bag, Petes car.

35

c) Pronoun, such as John teaches his brother to read.

d) Third singular verb, such as I go to school and she goes to school.

d. Compounding
Compounding is the formation of words which can stand independently in
other circumstances. In other words, compound words are words derived
from two or more words into one unit with a perceptible lexical meaning.
For example:
1) Bookstore (book + store)
2) Moonlight (moon + light)
e. Conversion
Conversion is the process by which an item may be used in different parts
of speech, yet does not change its form.
For example:
1) We have just had a lovely swim.
I cant swim very well.
2) He works in the export market.
We export a lot of goods.
Besides the three above, there are some words building that are included in
the kinds of words.

36

f. Blending
One of the ways in improving vocabulary is by studying blends. Blends
are words that are created from parts of two already existing lexical items. In
other words, blending is the fusion of two words into one, usually the first
part of one word with the last part of another.
For example:
1) Brunch: breakfast + lunch
2) Midday: middle + day
3) Infotainment: information + entertainment
4) Smog: smoke + fog

g. Clipping
Clipping is a process whereby a new word is created by shortening a
polysyllabic word. Clipped form are usually appropriate in informal
conversation.
For example:
1) Zoo (clipped forms of zoological garden)
2) Phone (from telephone)
3) Exam (from examination)
4) Ads (from advertisement)

37

h. Acronyms
Acronyms are words formed from the initial sounds or letter of a string of
words. They are the result of forming a word from the first letter or letters of
each word in a phrase.
For example:
1) UFO (Unidentified Flying Objects)
2) Radar (Radio detecting and ranging)
3) MC (Master of ceremony)
Considering the theories above, it can be concluded that vocabulary
mastery, in this study, is the students knowledge concerning with wordthat
deals with the form and the meaning of words in a language. It includes the
elements of vocabulary such as collocation, word grammar, word meaning
(synonym, antonym, meaning in context), and word formation.

B. Review of Related Studies

The contribution of vocabulary mastery toward reading comprehension
has been proven by the former study on it. The study was done in
Tulungagung was conducted by PoerwoRahsono (2008). He investigated the
influence of vocabulary mastery toward reading comprehension. He found
that there is a very positive significant influence of the students vocabulary
mastery on their achievement in reading comprehension.
Research of the correlation between vocabulary mastery and reading
comprehension done in Semarang was conducted by Ratnawati (2006). She

38

conducted a kind of correlational research which was done in SMP N 13

Semarang. The data collection technique she used was a test. From the test, it
was found out that the mean of the scores of the vocabulary test is 58.06. It
means that the mean of the scores of the vocabulary test is fair. The mean of
the scores of the students achievement in reading comprehension is 61.62,
which means that the mean of the scores of reading comprehension test is
fair. The result of applying the rxy distribution shows that the coefficient
correlation is 0.417. It means that there is a significant correlation between
the vocabulary mastery and reading comprehension.
In a harmony with Ratnawati, Furqon (2013) also conducted correlational
research. His data were collected from 34 second grade students. The test
items of reading comprehension and vocabulary mastery were given to the
students to measure their level of reading comprehension and vocabulary
mastery. The results were compared to find out the correlation between those
variables. The findings showed that there was a strong correlation between
students vocabulary mastery and reading comprehension. The study
concluded that vocabulary mastery was contributive in helping the students to
comprehend the texts.
In the light of those facts, it can be concluded that the improvement of
vocabulary mastery will be followed by the improvement of reading
comprehension. It also means that students vocabulary mastery has
contribution to their reading comprehension.

39

C. Conceptual Framework
Reading is one of the most important language skills that must be mastered
by language learners. Then, reading involves more than just word recognition,
but the most important thing is to comprehend the meanings and the message
on the text. There are some aspects that contribute to reading comprehension.
One of those aspects is vocabulary mastery.
Vocabulary is an important factor in reading comprehension. It is also
considered as a problem that may seriously impede reading comprehension in
second language learning. When a second language reader with an
insufficient vocabulary is trying to interpret a text or at least, he will get some
difficulties to comprehend the text well. Therefore, it is predicted that
vocabulary mastery gives contribution on reading comprehension.
Based on the explanation above, the writer assumes that the students who
master vocabulary well will be able to achieve better achievement in reading
comprehension. Therefore, it can be predicted that there is a positive
correlation between vocabulary mastery and reading comprehension.

C. Hypothesis
Based on the literature review and the conceptual framework presented
above, the hypothesis of this study is:
There is a positive correlation between vocabulary mastery and reading
comprehension of the eighth grade students of SMP Negeri 4 Wates in the
academic year of 2013/2014.

40

CHAPTER III
RESEARCH METHOD

A. Research Type
There are two types of research, experimental and non-experimental
research. The experimental research covers the pre-experimental, the quasiexperimental and the true experimental research. The non-experimental
research involves the factorial design, ex-post facto, observation, and survey.
This research can be classified into the non-experimental research since
there is no treatment towards the sample. It could be ex-post facto research as
well for it tries to find the correlation between the independent variable and
the dependent variable.
There are three possible results of correlational study: a positive
correlation, a negative correlation, and no correlation. The correlational
coefficient is a measure of correlation strength and can range from -1.00 to
1.00. Perfect positive correlation would result in a score of 1. Perfect negative
correlation would result in -1 (Nunan, 1992:39).
1. Positive correlations: both variables improve or decrease at the same time.
A correlation coefficient close to 1.00 indicates a strong positive
correlation.
2. Negative correlations: indicate that as the amount of one variable
improves and the other decreases. A correlation coefficient close to -1.00
indicates a strong negative correlation.

41

3. No correlation: indicates no relationship between the two variables. A

correlation coefficient of 0 indicates no correlation.
In this research, the researcher examines the relationship between two
variables; one independent variable (X) and one dependent variable (Y).
1) The independent variable (predictor variable)
The vocabulary mastery of the eighth grade students of SMP Negeri 4
Wates.
2) The dependent variable (criterion variable)
Reading comprehension of the eighth grade students of SMP Negeri 4
Wates (Y).
The relationship of the two variables can be shown as follows:

Figure.2.Diagram of the relationship between students vocabulary

mastery (X) and reading comprehension (Y)
In which:
X

: Students vocabulary mastery

: Students reading comprehension

: Correlates

42

B. Setting
This research was carried out in SMP Negeri 4 Wates. It is located in
Wates, Kulonprogo. The research was conducted on the eighth grade students
of SMP Negeri 4 Wates in the academic year of 2013/2014.

C. Population, Sample, and Sampling

1) Population
Population is the whole number of objects of the research, in which the
sample is taken. In this study, the population to which the researcher carried
out was all the eighth grade students of SMP Negeri 4 Wates that consist of 5
classes.
2) Sample
Cooper and Schindler (2008:82) say that a sample is a part of the target
population, carefully selected to represent that population. In this study, the
researcher took 28 students as the sample from whole population.
3) Sampling
Sampling is the process of selecting units from a population so the sample
will represent the population and yet, by which the results can be generalized
back to the population from which they were chosen (Bungin:2006).There
were 5 classes in the population. In this study, the researcherintended to use
cluster random sampling to get the sample. The researcher chose the class
randomly. Cluster random sampling is a way of selecting sample randomly
based on the existing group. In this case, the researcher took one class among
five classes.

43

D. Data Collections Techniques

Before analyzing the data, the researcher collects the data. The main
components of the technique of collecting the data are follows:
1. Research Instruments
a. The test of Vocabulary Mastery
The test of vocabulary mastery is intended to collect the data about
students vocabulary mastery. The test is an objective test in the form of
multiple-choice.There were 45 items of questions. The blueprint and the
objectives test of vocabulary can be seen at Appendices 3 and 4.
The final score is calculated:

b. The test of Reading Comprehension

The test of reading comprehension is intended to collect the data about the
students reading comprehension. The test is an objective test in the form of
multiple-choice type. There are four alternatives in each item.There were 50
items of question. The blueprint and the objective test of reading
comprehension can be seen at Appendices 6 and 7.
The final score is calculated:

44

2. Data validity and reliability

An instrument can be said to be a good one if it is valid and reliable.
Before the instruments are used, they have to be tried out. It is intended to
find out the validity and reliability of the instruments.

a. Validity
An instrument can be valid if it can reflect what is being measured
(Arikunto, 2002:145). Cooper and Schindler (2003:231) say that validity
refers to the extent to which a test measures what we actually wish to
measure.
In this study, to verify the item validity of instrument, each item of the test
is correlated with the total score by using Point Biserial Correlation formula.
The item of the test is considered valid if the result of the correlation
coefficients (rxy) is as many as the r table of product moment. The number of
students joining the try out is 28, with the significance level = 0.05 the r
table is 0.374. The item of the test is considered not valid if the correlation
coefficient is lower than r table.
The criterion is as follows.
ro> r table = valid
ro< r table = invalid
(Budiyono, 2000:69)
The results of the try out:
1) From 45 items of the test of vocabulary mastery, 25 items are valid and 20
items are not valid.

45

2) From 50 items of the test of reading comprehension, 20 items are valid and
30 items are not valid.

b. Reliability
Nunan (1992:14) says that reliability refers to the consistency and of the
results obtained from a piece of research. Sugiyono (2006),states that
reliability refers to the level of internal consistency or stability of the test over
time.
To verify the reliability of the test, the writer uses the Alpha Cronbach
formula.
Based on the analysis using the formula above, the result of
reliability coefficientof the test of vocabulary mastery and the test of reading
comprehension are 0.817 and 0.853. it can be said that the instrument are
reliable. The computation of reliability test of the two variables can be seen
at Appendices 16 and 18.
E. Data Analysis Technique
As stated above, this research tends to know the contribution of the
independent variable to the dependent variable. In order to achieve that
purpose, it must be known from the relationship of the variables. The research
tests the hypothesis using Product Moment and Multiple Linear regression
formula. According to Borg and Gall (in SuharsimiArikunto, 2002:251),
Product Moment is used to describe the strength of relationship between two
variables, while Multiple Linear regression is used to describe the strength
between one independent variable and one dependent variable. In this

46

research, the writer tends to use computerized calculation by utilizing SPSS

16.
1. Pre-requirement test
There are major prerequisite tests for the data to enter linear regression
analysis:
a. Normality Test
Normality test is one of the prerequisite tests before entering linear
regression analysis, that is used to know whether the dependent variables are
normally distributed or not. To check the normalitytest of the dependent
variable, it can be done by using SPSS 16. The normality can be seen from p
(significance) on Lilliefors test. If p (significance) value is greater than 0.05
(p> 0.05), it tells that the distribution of the data is normal.

b. The Linearity of Regression and the Significance of Regression

The Linearity test is aimed to know whether two variables have significant
linear regression or not. This test becomes the major prerequisite for the data
to entering linear regression analysis. In SPSS, the linearity can be known by
using Anova (Test for Linearity) on the significance value (p) = 0.05. Two
variables can be linear if p> 0.05.
2. Hypothesis Test
The study was conducted to test the hypothesis. To test the hypothesis, the
writer usedthe Simple Linear Regression analysis. The statistical hypothesis
can be determined as follows:

47

Ho :There is no positive correlation between vocabulary mastery and reading

comprehension.
Ha : There is a positive correlation between vocabulary mastery and reading
comprehension.
To test the hypothesis, the writer uses the simple correlation technique
using the product moment formula, computerize by utilizing SPSS 16.
The value of rxy, then is compared with product-moment table (rt) at the
level of significance 5 % and N= the number of respondent. If rxy is greater
than rt(rxy>rt), it means that Ho is rejected and therefore Ha is accepted.
Table 2.The Interpretation of r Value
R value
0.800 1.00
0.600 0.79
0.400 0.599
0.200 0.399
0.000 0.199
Source: Sugiyono, 2010:184

Interpretation
very strong
strong
medium
low
verylow (nocorrelation)

In this research, multiple linear regressionis computerized by using SPSS

16. Then, to know whether the value of rxyis significant or not, the regression
analysis (F-test) is done to find the F value. If the value of F is lower than
0.05 (F < 0.05), it means that r is significant.

48

CHAPTER IV
RESULT OF THE STUDY

A. The Data Description

The data analyzed in this research are the result of the test. The scores of
students reading comprehension and vocabulary mastery can be seen at Appendix
19.
The obtained data for each variable (reading comprehension and
vocabulary mastery) are described in Table 3 as follows.

Table 3. The Descriptve Statistics of Each Variable

Descriptive Statistics
N

Minimum

Maximum

Mean

Std. Deviation

Vocabulary

28

52

80

65.29

7.060

Reading

28

55

85

72.50

6.736

Valid N (listwise)

28

The whole data are statistically presented at the table above. It is found that the
subject of the study is symbolized as N, which consists of 28 students. The highest
score of each variable is described in the maximum score and the lowest one is
described in the minimum score. The standard deviation describes the dispersion
value.

1. Vocabulary Mastery
From the instrument of vocabulary mastery, it is found that the highest
score is 80, and the lowest one is 52 in the scoring scale 0-100. The mean and
standard deviation are 65.29 and 7.06. Those are interval data, so it can be

49

described with frequency distribution. The frequency distribution is presented

at Table 4.

Table 4. The Frequency Distribution of the Score of Vocabulary Matery

Interval

Line of Interval Classes

Fcumulative

52 56
57 61
62 66
67 71
72 76
77 81

14.2
14.3
28.6
21.4
17.8
3.6

4
4
8
6
5
1

4
8
16
22
27
28

2. Reading Comprehension
From the instrument of reading comprehension, it is found that the
highest score is 85, and the lowest one is 55 in the scoring scale 0-100. The
mean and standard deviation are 72.50 and 6.736 respectively. The frequency
distribution is presented at Table 5.
Table 5. The Frequency Distribution of the Score of Reading
Comprehension
Interval

Line of Interval Classes

Fcumulative

55 60
61 65
66 70
71 75
76 80
81 85

3.6
17.9
28.6
28.6
14.3
7.1

1
5
8
8
4
2

1
6
14
22
26
28

B. The Testing of Pre-requirement Analysis

The characteristic of the data of the research determines the techniques of
analyzing the data. Before analyzing the data, it is necessary to examine the data.
The examination covers normality and linearity.

50

1. Normality Test
The normality test is one of the prerequisite tests before entering the
linear regression analysis, that is used to find out whether the data is in normal
distribution or not. In this research, the normality test uses the program SPSS
16. The result can be seen from p (significance) on Lilliefors test; with the
interpretation if p value is greater than 0.05 (p > 0.05), it tells that the
distribution of the data is normal, if p < 0.05, it tells that the distribution of the
data is not normal.
The summary of the normality test result of each variable can be seen
at Table 6. (The computation of SPSS 16 can be seen at Appendix 21).
Table 6. The Summary of Normality Test
Variable
Vocabulary Mastery
Reading Comprehension

P value

Significance Level (5%)

Decision

0.343
0.119

0.05
0.05

Normal
Normal

Based on the result of normality test using SPSS 16, it can be

concluded that the data are in normal distribution because the significance
value of the two variables are greater than 0.05.
2. Linearity Test
Besides normality test, linearity test is also used by the writer for the
pre-requirement analysis. Linearity test is aimed to know whether two
variables have significance linear regression or not. The testing by utilizing
SPSS 16 uses Test for Linearity at the level of significance (p) = 0.05. Two
variables are categorized into linear regression if the p > 0.05.

51

The summary of the linearity test result of the variables can be seen at
Table 7.
Table 7. The Result of Linearity Test
Pre requirenment
test
Linearity test

Variable
XY

The result of
computation
0.670

Criteria
>0.05

Decision
(Ho)
Accepted

Explanation
The data
linear

is

From the computation of linear regression of vocabulary mastery (X)

and reading comprehension (Y) by using SPSS 16, it shows that the value of Fobtained is 0.676 and the significance value is 0.670 (Appendix 22). Because
the significance value is greater than 0.05, the regression of vocabulary
mastery (X) and reading comprehension (Y) is linear.

C. The Hypothesis Testing

Since the computation of normality and linearity testing shows that the
data are in normal distribution and the regression is linear and significant, the
writer can continue to test the hypotheses of the research stated on the previous
chapter. The writer tests the null hypothesis (Ho) against the alternative
hypothesis (Ha). The statistical hypotheses are as follows.
First Hypothesis
Ho = rx1y 0
Ha = rx1y > 0
Where:
Ho = Null hypothesis
Ha = Alternative hypothesis
rxy = the value of r test

52

The analogy of the hypothesis formula above is that when the value of rxy
is 0 or lower than 0, it means that there is no correlation. On the contrary, when
the value of rxy is higher than 0, it means that there is positive correlation or it
has correlation.
The null hypothesis will be rejected and the alternative hypothesis will be
accepted if the value of rxy is higher than 0. Meanwhile, the alternative
hypothesis will be rejected and the null hypothesis will be accepted if the value
of rxy is lower or the same as 0.

Hypothesis Testing
Since the computation of normality and linearity testing shows that the
data are in normal distribution and the regression is linear and significant, the
writer can continue to test the hypotheses, and the hypothesis that will be tested
is Ho saying that there is no positive correlation between vocabulary mastery
(X) and reading comprehension (Y); against the alternative hypothesis (Ha)
saying that there is positive correlation between vocabulary mastery (X) and
reading comprehension (Y).
Based on the hypothesis testing, the summary of of the test result can
be seen as follow.
Table 8. The Hypothesis Results
Test

Variable

1. Equation of
XY
Linear
Regression
2. The
XY
significance of
regression
3. Coefficient of XY

The result of
computation
= 35.144+
0.572X

Table Data

Criteria

--

--

Fcount = 14.603

Ftable

Fcount >
Ftable

Rejected

(0,05;1,28) =

4.19
rtable (N=28) =

rcount > rtable

Rejected

r = 0.600

53

Decision
(Ho)
--

correlation
4. the
significance of
correlational
coefficient

XY

tcount = 3.821

0.374
ttable (0.05;
N=28) =
1.701

tcount > ttable

Rejected

By using SPSS 16 with product moment correlational analysis, the

result of computation above shows that the correlation coefficient (r) between
vocabulary mastery (X) and reading comprehension (Y) is 0.600; it is greater
than rtable at significance level 5% for N= 28; 0.374. So, it can be stated that the
coefficient of correlation is significant.
Based on the analysis above, it can be stated that the null hypothesis
(Ho) is rejected and therefore the alternative hypothesis (Ha) is accepted. The
conclusion is that there is positive correlation between vocabulary mastery (X)
and reading comprehension (Y). Furthermore, based on the interpretation of r
value (Sugiyono, 2010:184), the value of r for the correlation between
vocabulary mastery and reading comprehension is 0.600 that is included in the
interval 0.600-0.79. It means that the correlation between vocabulary mastery
and reading comprehension is strong.

D. The Discussion of the Research Finding

The result of the research shows that there is positive correlation between
vocabulary mastery toward reading comprehension.
A positive correlation means that the increase of vocabulary mastery is
followed by the increase of reading comprehension. This kind of correlation

54

creates an assumption that reading comprehension can be regressed, explained,

and predicted from vocabulary mastery.
By considering the result of the hypotheses testing, it can be explained as
follows.

The Hypothesis
In the hypothesis testing, it is found the equation of simple linear
regression between X and Y, that is: = 35.144 + 0.572X. The equation shows
that X and Y have linear correlation, so that the score of vocabulary mastery
can be used to predict the reading comprehension. Based on the significance of
simple linear regression test between X and Y, it is found that Ho is rejected
and Ha is accepted. Thus, the linear regression between X and Y is significant.
Then, based on the statistic analysis by using SPSS 16, it is obtained that
Fobservation = 14.603 > Ftable = 4.19; the coefficient of correlation r = 0.600 > rtable
(28;0.05)

= 0.374. So, Ho is rejected and therefore it means that there is positive

correlation between vocabulary mastery and reading comprehension.

One of the predictors of reading comprehension is vocabulary
mastery. As stated by Scott (2010), Vocabulary knowledge is one of the best
predictors of reading comprehension. Among first and second grade students,
reading comprehension can be predicted to a large extent by vocabulary. It
shows that vocabulary mastery plays an important role in reading
comprehension. By having large extent of vocabulary, a learner will be easier
to grasp the meaning from the text being read. It means that one needs more
vocabularies so that he or she can understand the meaning of the sentence.

55

Besides, Chall and Dale (in Graves, 2009) add that vocabulary difficulty
strongly influences the readibility of text. It is obvious that vocabulary mastery
and reading comprehension are strongly correlated.
Based on the explanation above and the result of the hypothesis
testing, it can be concluded that vocabulary mastery contributes to reading
comprehension. In other words, there is positive correlation between
vocabulary mastery and reading comprehension. Then, it also means that the
improvement of students vocabulary mastery will be followed by the
improvement of students reading comprehension.

56

CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion
The study that the researcher conducted obtains several conclusions as
follows:
The null hypothesis (Ho) says that there is no positive correlation
between vocabulary mastery and reading comprehension is rejected and therefore
the alternative hypothesis (Ha) is accepted; there is positive correalation between
vocabulary mastery and reading comprehension of the VIII grade students of SMP
Negeri 4 Wates, (rxy = 0.600 > rtable = 0.374). This means that the improvement of
vocabulary mastery will be followed by the improvement of reading
comprehension. It also means that students vocabulary mastery has contribution
to their reading comprehension.

B. Implication
Based on the research finding, it can be concluded that vocabulary mastery
gives contribution to reading comprehension. The implication of this study is that
there is a need to increase students vocabulary mastery.
The teacher should create the process of learning English which can
increase the students vocabulary mastery.
By creating effective learning to improve vocabulary mastery hopefully
reading learning process will be more effective. Therefore, students reading
comprehension will be improved.

57

C. Suggestion
In relation to the implication above, the writer proposes some suggestions
as follows:
1. For Teachers
a. In order to increase students reading comprehension and vocabulary
mastery, the teacher should stimulate students to increase their reading
activity through concrete actions, such as: explaining about the importance
of reading activity so that the students are aware and encouraged to read
regularly and continously; explaining the effective strategy of reading; and
giving reading task which is related to the subject being studied. Increasing
reading activity is also the basic way to enrich students vocabulary. Thus,
by encouraging and activating reading task, the students are not only
developing their reading comprehension but also improving their
vocabulary mastery.
b. The teachers should be creative to make students enjoy the learning. They
can conduct the effective teaching method in which the students will
actively involved in using words to enrich students vocabulary and in
reading activity to develop students reading comprehension. To attract the
students in reading class activity, the teachers can use authentic material like
magazine or other contextual reading text.

2. For Students
a. The students should improve their own reading comprehension and
vocabulary mastery. The effective way is by carrying out a regular reading
58

habit. A regular reading habit will improve the depth of their understanding
of an unfamiliar passage in which they will be accustomed to recognizing
the meaning of new words they never met before. Thus, it will not only
improve their reading comprehension, but also their vocabulary mastery.
There are some ways to build the regular reading habit, such as: reading for
at least thirty minutes a day; reading from a variety of sources (newspapers,
the internet, novels, magazines); reading through a broad range topics
(sports, science, politics); being a curious reader.
b. The students should maintain their personal control in order to control their
motivation in learning. They can organize self-management skills in the way
of learning, involving: planning and carrying out routine classroom
management tasks (e.g. obtaining and returning materials and equipment)
rather than expecting the teacher to organize this; ways of searching for,
ordering and organizing information to be learned and remembered;
breaking complex tasks into meaningful and manageable subparts;
estimating the amount of time and effort that will be required to complete a
task.
3. For other researchers
The researcher suggested for the next researcher conducting a research in
the same field to use more sample.

59

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63

Appendix 1. List of Students Joining the Try Out

Kelas: VIII A
No. Student Number
1.
9310
2.
9311
3.
9312
4.
9313
5.
9314
6.
9315
7.
9316
8.
9317
9.
9318
10.
9319
11.
9320
12.
9321
13.
9322
14.
9323
15.
9324
16.
9325
17.
9326
18.
9327
19.
9328
20.
9329
21.
9330
22.
9331
23.
9332
24.
9333
25.
9334
26.
9335
27.
9336
28.
9337

Name
Adi Bayu Ristanto
Agus Duwantoro
Anggrelia Andarista N.
Anton Agung Laksana
Ari Nugroho
Arji Istiawan Wibowo
Danu Rizkal Alifin
Didik Setiaji
Fanny Ristianti
Fauzan S.V.
Fera Kurniasih
Fitri Setianingsih
Guntur Setyobudi
Hining Pertiwi
Ifan Agung P.
Imam Arif M.
Imam Hanif Sholihin
Imara Ody Durani
Irma Wahyutriyana
Khoulah
Laili Hidayah
Lintang Hayuningtiyas
Nola Rizkadewi
Octa Dwi Kurnia A.W.
Retno Kusyanti
Rifki Octa Pratama
Rudi Darmawan
Silvia Dian Rizki Saputri

63

Appendix 2. List of Students Joining the Test

Kelas: VIII B
No. Student Number
1.
9338
2.
9339
3.
9340
4.
9341
5.
9342
6.
9343
7.
9344
8.
9345
9.
9346
10.
9347
11.
9348
12.
9349
13.
9350
14.
9351
15.
9352
16.
9353
17.
9354
18.
9355
19.
9356
20.
9357
21.
9358
22.
9359
23.
9360
24.
9361
25.
9362
26.
9363
27.
9364
28.
9365

Name
Tika Istanita
Tri Agung Prasetyo
Veni Hildawati
Yeni Nurhidayah
Adzani Nur Faidati
Ahmad Fauzan
Anjar Dwi Romadhani
Bekti Nugroho
Cahyaningtyas Gupitowati
Cihno Riastoro
Dedeh Paridah
Deltha Wahyu Adytama
Diah Tri Utami
Dimas Guntur K.
Ganjar Balko Tirosa
Helpa Widya Putri
Imam Okta Vaoyan
Indah Samiati
Indra Rizky
Kuswantoro
Mifthach Aspiana Utami
Moch Rofi Fauzianto
Novi Wulandari
Nuryati
Panji
Pekik Hari Kuncoro
Ramadan Gangsar Prasetyo
Resta Ignadiaz Ivada

64

Appendix 3. The Blueprint of Vocabulary Mastery

Concept
Vocabulary mastery is
students knowledge
concerning
with
words, that deals with
the form and the
meaning of words in a
language. It includes
collocation,
word
grammar, meaning (in
context), synonyms,
antonyms,
and
derrivation.

Indicators
Collocation

Item Number
Total
4, 7, 10, 12, 13, 15, 25, 8
41
3, 11, 18, 27, 37, 45
6

Word grammar
Meaning in context
Synonym

8, 19, 20, 21, 22, 28, 30, 8

40
2, 6, 9, 26, 31, 33, 42, 43 8

Antonym

5, 16, 17, 24, 29, 35, 36, 8

39

Derivation

1, 14, 23, 32, 34, 38, 44

Total number of the questions

65

7
45

Appendix 4. Instrument of Vocabulary Mastery (Try Out)

Vocabulary
Try Out Test
Choose the correct answer of the following question by crossing A, B, C, or D
on your answer sheet.
1.

The bus was air-conditioned, so I felt . . . .

a. comfort
b. comfortless

c. comfortably
d. comfortable

2.

We are going to go camping at Gunungkidul area from 8-10 January 2014.

The contribution is Rp 65,000.00.
The underlined word has similar meaning to, EXCEPT . . . .
a. cost
c. fee
b. salary
d. charge

3.

The Gembira Loka Zoo is . . . in Yogyakarta.

a. located
b. locating

c. location
d. locate

4.

A good student will . . . attention to the teacher in class.

a. pay
c. make
b. take
d. bring

5.

The rose smells good, while Rafflesia flower smells very . . . .

a. well
c. bad
b. nice
d. rotten

6.

More and more people in large cities suffer from asthma and other breathing
disorders than ever before. It is clear that population destroys the
environment.
The synonym of destroy is . . . .
a. advantageous
c. damage
b. save
d. balance

7.

My brother is a . . . smoker. He can spend two packs of cigarette a day.

a. strong
c. hard
b. heavy
d. serious

66

8.

9.

Many foreigners like visiting Indonesia because

interesting tourism. They also feel comfortable in
Indonesian people are very . . . .
a. carefully
b. well

Indonesia has many

our country because
c. friendly
d. interesting

To avoid the Mount Merapi danger, a thousand of people were evacuated

from their homes to safe place near Yogyakarta Palace.
The closest meaning of safe is . . . .
a. secure
c. danger
b. comfort
d. harmful

10. The accident . . . at around 2 a.m. when no people outside.

a. occurred
c. carry
b. took place
d. crash
11. Anna

Grace

: Look! The flowers are beautiful.

Who . . . them?
: I did, and I watered them everyday.

a. are planting

c. plants

b. plant

d. planted

12. It is difficult for me to get good score in English because I . . . many mistakes
on my test.
a. make
c. carry
b. do
d. work
13. Did you . . . television last night?
a. see
b. look at

c. saw
d. watch

14. Mount Galunggung is an active volcano. The first . . . was in 1889.

a. erupted
c. eruption
b. erupts
d. exploded
15. Every morning I . . . a bath at 6 a.m. before having breakfast.
a. get
c. do
b. take
d. have

67

16. Mount Rushmore is located in South Dakota, USA. It is a huge carving that
shows the faces of four American President.
The antonym of huge is . . . .
a. big
c. large
b. wide
d. small
17. It was designed to be largest, faster, and the most luxurious ship in the world.
The antonym of largest is . . . .
a. biggest
c. smallest
b. highest
d. longest
18. Mr. John : What will you do in the factory tomorrow?
Mr. Sam : I . . . a new machine.
a. operate
c. will operate
b. operated
d. am opening
19. Jack
: Where does Mr. John work?
Ivan
: He works in rice field. He plants rice. He is a good . . . .
a. gardener
c. carpenter
b. farmer
d. butcher
20. My father goes to the harbor. He works in a ship and often goes abroad for
months. He is . . . .
a. sailor
c. policemen
b. tailor
d. doctor
21. Here are some . . . on how to be a successful English learner. First, dont be
afraid of making mistakes.
a. tips
c. plans
b. clues
d. rules
22. Jane
: You look very . . . . What have you done?
Sarah
: Oh, I have played volleyball.
a. sad
c. tired
b. sleepy
d. pale
23. The cows . . . milk.
a. products
b. produce

c. producer
d. production

68

24. My dog, Alby, gave birth to four puppies two months ago. There is a male
and the others are . . . .
a. funny
c. female
b. little
d. cute
25. Your book is different . . . mine. Yours is about fiction, but mine is about
knowledge.
a. with
c. from
b. of
d. on
26. Prambanan Temples are ancient Hindu temples in Central Java. They are
called Thousand temples.
The world ancient has similar meaning with . . . .
a. modern
c. famous
b. old
d. antique
27. Rafflesia flower is the . . . flower in the world. Its size is 1.40m in diameter.
a. biggest
c. larger
b. big
d. small
28. My mother needs bread, 2 kilos of rice, 1 bunch of banana, and 1 kilo of
sugar. So, she will go to . . . .
a. grocer
c. florist
b. butcher
d. drugstore
29. It was really fun to have a holiday in Mount Bromo, I hope my next holiday
will be more interesting.
The opposite meaning of the underlined word is . . . .
a. exciting
c. wonderful
b. amazing
d. boring
30. Kathy
: Are you hungry, Hanny?
Hanny
: No, but I am . . . . Lets get a soda.
a. tired
c. thirsty
b. sleepy
d. fresh
31. The winners of the competition will receive a big goats as a prize.
The underlined word has same meaning as, except . . . .
a. gift
c. reward
b. give
d. present

69

32. A woman may need about 2400 calories a day, more if she does heavy
physical work and less if she is very inactive.
The underlined word means . . . .
a. very active
c. quite active
b. not active
d. rather active
33. They chose to see an adventure film. They didnt want to see a drama, thriller,
or horror film.
The word thriller means a film that tells a story about . . . events.
a. amused
c. romantic
b. excellent
d. scary
34. Sabrina : Do you think your brother will be a winner in the competition?
Zara
: I hope so. He has been training . . . since last month.
a. hardly
c. regularly
b. softly
d. not seriously
35. Bella
: I will go to the bookstore. Can you take me there?
Early
: Of course, I can. I would be delighted.
The antonym of delighted is . . . .
a. dislike
c. glad
b. happy
d. surprised
36. She was terribly upset because her father passed away last week.
The underlined word has opposite meaning with . . . .
a. sad
c. angry
b. proud
d. lazy
37. If I have much money, I . . . buy a story book tomorrow.
a. am
c. were
b. was
d. will
38. Be . . . , the floor is slippery.
a. careless
b. careful

c. carelessly
d. carefully

39. They stayed in the luxurious hotel. It is an expensive hotel with completed
facility and good services.
The antonym of luxurious is . . . .

70

a. expensive
b. pretentious

c. unpretentious
d. cheap

40. Jane has some pets. They are a cat, a rabbit, and a parrot.
The word pet mean . . . .
a. tame animal
b. beautiful animal
c. tame animal kept at the zoo
d. favorite animals kept at home
41. I will . . . my time for reading a book.
a. use
b. spend

c. do
d. make

42. Mr. and Mrs. Bean want to celebrate the Christmas in their village with their
parents and relatives.
relative has similar meaning with . . . .
a. family
c. brother
b. children
d. colleague
43. Today is Nadines birthday. She is very happy because she gets many gifts
from her friends.
The underlined word means . . . .
a. provides
c. takes
b. gives
d. receives
44. George is very . . . , so his classmates like him.
a. help
c. helplessly
b. helpless
d. helpful
45. Last holiday, my family and I . . . to the movie.
a. watch
c. are watched
b. are watching
d. watched

71

Appendix 5. Answer Key of Vocabulary Mastery Instrument

(Try Out)
1. D

29. D

2. B

30. C

3. A

31. A

4. A

32. B

5. C

33. D

6. C

34. C

7. B

35. A

8. D

36. B

9. C

37. D

10. A

38. B

11. D

39. C

12. A

40. D

13. D

41. A

14. C

42. A

15. B

43. B

16. D

44. D

17. C

45. D

18. C
19. B
20. A
21. A
22. C
23. B
24. C
25. C
26. B
27. A
28. A

72

Appendix 6. The Blueprint of Reading Comprehension (Try Out)

Concept
Indicators
Item number
Total
Reading comprehension is 1. Identifying the main 1, 4, 7, 13, 16, 21,
10
an ablity to understand what
idea
24, 39, 42, 46
the
reader
reads
by 2. Finding
explicit 3, 6, 9, 10, 14, 19,
13
involving his experience
information
23, 25, 28, 30, 35,
and knowledge. It includes
36, 47
some skills such as 3. Finding
implicit 2, 11, 12, 15, 20, 29,
10
mentioning the main idea,
information
41, 44, 49, 50
identifying words meaning 4. Identifying
words 8, 18, 22, 26, 32, 33,
10
of the text, identifying
meaning
34, 38, 40, 46
referent, getting explicit 5. Identifying reference
5, 17, 27, 31, 37, 43,
7
message, and interpreting
48
implicit meaning.
Total number of the questions
50

73

Appendix 7. Instrument of Reading Comprehension

Reading Comprehension
Try Out Test
Choose the best answer of the following questions by crossing A, B, C, or D on
your Answer Sheet.
Text 1 (for number 1-5)
The bell was ringing. It was time for Adis class to have Physics in the
laboratory. They enjoy studying Physics in the laboratory. They have chances to
use the apparatus like flash, pipettes, test tubes, etc and to make simple
experiments.
Adi was in the same group as Rita. They also wore white clothes called a lab
coat like the others. They prepared the apparatus very carefully since they were
made of glass. The teacher was distributing the worksheet when suddenly she
heard a little scream. It was from Adi. He was not careful that the test tube
knocked on the table, broke a little and cut his finger. The teacher took care of him
soon.
1.

The main idea of the text is . . .

a. Adi was in the laboratory.
b. There are many kinds of experiment instrument.
c. Adis class and the teacher were together in Physics class.
d. Adis class was having Physics in the laboratory for experiment.

2. Who was preparing the instruments for experiment?

a. Girl
c. The teacher
b. Boys
d. Every student
3. What happened to Adis finger?
a. It was cut by the glass apparatus.
b. It broke an apparatus.
c. It was cut by a knife.
d. It knocked the apparatus.

74

4. What is the main idea of the second paragraph?

a. The students operated Apparatus.
b. The students used some experiment instruments.
c. Adi was injured when using the apparatus.
d. The Physics class was in the second period.
5. .the apparatus very carefully since they were made of glass. (paragraph
2). What does they refer to?
a. Adi and Rita
c. Apparatus
b. Adis classmates
d. Laboratory user

Text 2 (for number 6-8)

Badminton is one of the popular sports in Indonesia. Many people like
playing it very much. It can be played indoors and outdoors. However, most players
play it indoors. Nowadays there are many badminton halls in our country.
Badminton is not a cheap sport. We need a net, rackets and shuttlecocks to
play badminton. We can get them in a sport shop. We need to spend a lot of money in
order to get good nets, rackets and shuttlecocks.
Susi Susanti was the best woman badminton player that we ever had. She was
one of the best woman players in the world. She spent much money for badminton in
the past. But, then, she got facilities from the government and her sponsor.

6.

The following are the things that we need to play badminton, EXCEPT . . .
a. Net
c. Racket
b. Ball
d. Shuttlecock

7.

What is the main idea of paragraph two?

a. Susi was the best woman badminton player.
b. There were some facilities for badminton players.
c. There are some ways to be a good badminton player.
d. We need to spend money to get the equipment for playing badminton.

75

8.

We need to spend a lot of money. . . (paragraph 2)

The word spend means . . . .
a. pay out
c. give
b. earn
d. lend

Text 3 (for number 9-12)

Son : Father, I have a sore throat. I cannot swallow the food.
Father : Have you taken medicine?
Son : Yes, but it doesnt get better,
Father : Now you should go to a doctor.
Son : No, I am afraid of a doctor.
Father : Why?
Son : I dont want to be injected.
Father : But you have to. Now, ask mother to take you to a doctor.
Why cant the boy swallow the food?
a. He has a sore throat.
b. His throat is bleeding.

c. He has a stomachache.
d. His throat is closed.

10. What does the father suggest his son to do?

a. To drink medicine.
b. To visit a doctor.

c. To swallow medicine.
d. To stay at home.

9.

11. From the dialogue we know that the father and his son are at . . .
a. a hospital
c. a doctors room
b. school
d. home
12. Why do you think the son is afraid of a doctor?
a. Because he doesnt want to be injected.
b. Because of the frightening doctor.
c. Because he wants to get better.
d. Because an injection is dangerous.

76

Text 4 (for number 13-18)

The Manager
January 27, 2013
PT. GARUDA INDONESIA
Jl. Merdeka 84
Dear Sir,
I am one of the customers of your company. Through this letter, I would like to tell you
something. This is about the services of your company.
Last Monday, I flew to Medan on flight number GA116 on the schedule board, it is stated that
the plane would depart at 7 a.m. but in fact, I had to wait for an hour before taking off. It has
happened many times, because of that I was late to attend an important meeting at my office in
Medan.
You have to pay attention to my letter. Do your best for your customers. I am sure that you realize
how important the customers are for your company. I do hope that you will consider this letter.
Your faithfully,
Albert

13. What is the idea of the letter above?

a. Mr. Albert informs that he will come to the meeting.
b. Mr. Albert asks for information.
c. Mr. Albert complains about the service of PT. Garuda Indonesia.
d. Mr. Albert replies the complaint.
14. Why was the writer late for meeting? Because . . .
a. the flight to Medan was delayed.
b. he didnt know the time.
c. he attended another activity.
d. he forgot the flight schedule.
15. Which is NOT TRUE about the writer according to the letter?
a. His office is in Medan.
b. He wrote a letter to the manager.
c. He didnt feel disappointed with the service.
d. He realizes how important the customers are.

77

16. The letter tells us that the writer . . . .

a. was happy with the service
b. attracts the managers attention
c. used Garuda to Medan many times
d. didnt like the customers
17. . . . I would like to tell you something. (paragraph 1)
You in the sentence refers to . . . .
a. PT Garuda Indonesia
c. the manager of Garuda
b. the customers
d. Mr. Albert
18. . . . it is stated that the plane would depart at 7 a.m. (paragraph 2)
The underlined word has similar meaning with, EXCEPT . . . .
a. take off
c. landing
b. leave
d. get off
Text 5 (for number 19-22)
Withdrawing cash with an ATM card
Steps:
1. Read the direction.
2. Put your card into the slot.
3. Punch in your PIN.
4. When the choices appear, select withdrawal from checking.
5. Enter the amount that you want to withdraw.
6. When your money appears, remove it.
7. When the machine asks if you are finished, press YES.
8. Take out the receipt.
19. What should you do after inserting your card?
a. Press yes.
c. Select continue.
b. Enter the PIN.
d. Take the recipe.
20. What do you have to do if you want to withdraw again?
a. Punch in your PIN again and take the money.
b. Press NO when the machine asks if youre finished.
c. Enter the amount that you want to take.
d. Remove the money when it appears.

78

21. The instruction above tell us that . . . .

a. the best way to keep our money safe is using ATM.
b. we can save our money in bank.
c. automatic Teller Machine can be used to save money.
d. there are some steps to withdraw money from ATM.
22. When your money appears, remove it.
The word remove can be replaced by the word . . . .
a. take away
c. get
b. put away
d. receive

Text 6 (for number 23-27)

Going to Movie
Jose and Robby decided to go to a film theatre to relax. They were very tired
after finishing the exams. They chose to see an adventure film. They didnt want
to see a drama, thriller, or horror film. They wanted to forget studying for one
night and fantasize a little.
So they bought two tickets for a movie called Lord of the Rings, The
Fellowship of the Ring. They got in the theatre just on time before the movie
started.
Inside the theatre, a tall man sat on a seat in front of them. He put on a tall
hat. Jose and Robby could not see the screen. Jose tapped the man on the
shoulder and asked him to remove his hat. When the man turned around to say
sorry, they recognized him. He was Mr. Samuel, Joses Father.
23. Jose and Robby went to a theatre and saw . . . film.
a. an adventure
c. a horror
b. a drama
d. a thriller
1.
a.
b.
c.
d.

What is the most important idea of the first paragraph?

Jose purposely met his father in the theatre.
Jose and Robby were late to get in the movie.
Jose and Robby went to the theatre for relaxing.
They bought two tickets for the movie.

79

25. Why couldnt Jose and Robby see the screen?

a. A tall man sat in front of them.
b. The man sitting in front of them wore a tall hat.
c. They sat on seats at the back row.
d. They were too short to see the screen clearly.
26. They didnt want to see a drama, a thriller or a . . . (paragraph 1)
The underlined word means a film that tells a story about . . . events.
a. amused
c. excellent
b. scary
d. romantic
27. . . . a tall man sat on the seat in front of them. (the last paragraph)
them in the sentence refers to . . . .
a. the tall men
c. the audiences
b. Jose and Robby
d. people in theatre

Text 7 (for number 28-31)

Animal Experimentation
Animals are widely used in laboratories. Mice, rabbits, dogs and monkeys are
a few examples of animal. They are used by researchers and scientists for scientific
and medical purposes. Scientists use the animals to investigate biological processes in
humans and animals; to study the causes of diseases; to test drugs, vaccines, and
surgical techniques; and to evaluate the safety of chemicals used in pesticides,
cosmetics, and other products.
Many animals function like humans so that they can be good models to
understand the human body. Some animals suffer from the same diseases as humans
do. Animals also carry a number of genes that are identical to human genes. With
those similarities, scientists are able to learn much about the human body by studying
the animals.

80

28. What do researchers and scientists do in laboratories?

a. Take care of animals.
b. Make drugs.
c. Give medical treatment.
d. Do experiment.
29. Scientists learn about the human body by studying . . . .
a. human body itself
c. certain animals
b. all kinds of animals
d. all living things
30. Based on the text, why do the scientists use animals for their experiments?
a. Animals are the most suitable objects.
b. Scientists dont want to use humans.
c. Its easier to use animals than human.
d. Animals have similarities to human.
31. They are used for scientific and medical purposes. (paragraph 1)
They in the sentence refers to . . . .
a. researchers
c. animals
b. laboratories
d. scientists

Text 8
For questions 32 to 34, choose the suitable word to complete the paragraph.
It was a public holiday. We did not have anything to do, so Father suggested .
. . (32) us to Safari Park in Cisarua. All of us got very . . . (33). Mother quickly
prepared some drinks and snack for the trip. My mother and I . . . (34) got dressed
and brought a camera. Within one hour, we were all ready and settled ourselves in the
car.

32. a. bringing
b. getting
c. telling
d. keeping

81

33. a. excited
b. annoyed
c. disappointed
d. upset
34. a. lazily
b. hurriedly
c. slowly
d. diligently

Text 9 (for number 35-38)

Scout Association of SMP 4 Wates
To: All Scout Members
We are going to go camping at Gunungkidul area, from 14-16 May 2014.
The contribution is Rp 65,000.00. Members who would like to join the
activity should register their names to Mrs. Surtini. Registration will be on
10th May 2014.

Naufal P.S
The Chief

35. To whom is the announcement above?

a. Scout Association of SMP 4 Wates
b. The chief of the association
c. Mrs. Surtini
d. All scout members
36. When will the camping activity start?
a. 10th May 2014
b. 14th May 2014

82

c. 15th May 2014

d. 16th May 2014

37. . . . should register their names to Mrs. Surtini. (line 4)

What does their refer to?
a. The members of scout association
b. All the students
c. The committee of the event
d. The teacher and the students
38. The contribution is Rp 65,000.00.
What is the meaning of the underlined word?
a. Food, drinks, or services which are provided by an organization for guest.
b. Sum of money that is given to a person/organization to pay for something.
c. The act of making official report of something or someone.
d. Payment made by someone because he has debt.

Text 10 (for number 39-41)

Albert Einstein was born in 1879 in Germany. He graduated from the
University of Zurich in Switzerland in 1905. In 1905 he also did some of his famous
work in physics. In 1919 he won the Noble Prize for Physics. Between 1919 and
1933 he lived in Germany and travelled a lot to talk other scientists. Then, in 1933 he
had to leave Germany because of Hitler. He moved to United States from 1933 until
his death. He lived in Prince town, New Jersey. He died on 18th April 1955.

39. The text tell us that . . . .

a. Albert Einstein achieved many champions
b. in his life, Albert Einstein migrated into some countries
c. Albert Einstein was famous because he conducted many famous works
d. Albert Einsteins hometown was in Prince town
40. The word famous in the third sentence has the same meaning as the following,
EXCEPT . . . .
a. popular
c. well-known
b. familiar
d. understandable
41. Which of the following statements is TRUE according to the text?
a. Albert Einstein had lived for 14 years in Germany.
83

b. Albert Einstein won the Nobel Prizes for Chemistry.

c. Albert Einstein had spent the rest of his life in America for 21 years.
d. Albert Einstein died on the age of 75 years old.

Text 11 (for number 42 and 43)

Tom!
Im going to Pamela Supermarket to get some sugar. Would
you like to turn the stove on when you are home? Ive put
some soup there. Just heat it for about 5 minutes and then
take it out from the stove before you have dinner.
Mom
42. From the memo, we know that . . . .
a. Tom eats the soup.
b. Tom will buy some sugar.
c. Tom and his mother go to the supermarket.
d. Toms mother asks him to heat the soup.
43. Ive put some soup there.
The word there in the sentence refers to . . . .
a. home
c. the supermarket
b. the kitchen
d. the stove

84

Text 12 (for number 44 and 45)

ANNOUNCEMENT
English Speaking Club
There will be a program to develop our speaking skills next Sunday.
Well practice guiding tourists in Prambanan Temple. Please enroll soon
since there are limited seats.
Departure time : 8 a.m.
Fee

: Rp 20,000.-

Contact person : Anna, Jane

Chief
George

44. Which statement is TRUE about the announcement of English Speaking Club?
a. Anna and Jane are supervisors of the program.
b. Each participant of the program has to pay Rp 10,000 to the chief.
c. The aim of the program is to guide foreign tourists.
d. The participants will practice guiding foreign tourist.
45. Please enroll soon since there are limited seats.
The underlined word means . . . .
a. register
c. answer
b. record
d. follow

85

Text 13 (for number 46 to 50)

Once upon a time, there were two butterflies, Teri and Feril. They are friends, Teri
and feril had the same crown.
One day, Kodi a frog, saw Teri and Feril quarreling. You took it! said Feril.
No, I did not! said teri.
Hey, whats the matter? asked Kodi.
Teri stole my crown! said Feril.
No, I did not! said Teri.
Yesterday, I still had my crown when she came to visit me, said Feril.
Today I cannot find the crown! Look! She is wearing it! Feril shouted.
My mom gave me this crown, Teri explained.
Kodi suggested they all go to Ferils house.
Where did you put it? said Kodi to feril.
I put it on the table, Feril answered.
They didnt find the crown.
Maybe, it felt down. Kodi looked under the table. Nothing was there.
It was my favorite crown! Feril sobbed.
I didnt steal your, but if you like so much, you can have mine, Teri gave Feril the
crown.
Its here! Kodi saw the crown behind the curtain.
Feril stopped crying, Thank God, Kodi found it!
Sorry, Teri, I accused you. Im a terrible friend!
Its OK, said Teri. Lets say thanks to Kodi!
86

46. From the text, we know that . . . .

a. There is a good butterfly and frog.
b. Feril lost his crown.
c. Kodi hid the crown.
d. Teri stole Ferils crown.
47. Where did Kodi find the crown?
a. Under the table.
b. On the table.
c. Behind the curtain.
d. In the house.
48. I put it on the table, (line 13)
What does it refer to?
a. The crown
b. The house
c. The table
d. The curtain
49. From the story, we can learn that . . . .
a. Trusting each other is very important.
b. The goodness is always the winner.
c. A wise friend can be trusted.
d. We shouldnt accuse of others without proof.
50. From the story above we can concluded that Kodi is a . . . friend.
a. wise
b. good
c. polite
d. happy

87

Appendix 8. Answer Key of Reading Comprehension Instrument

(Try Out)
1. D

11. D

21. D

31. C

41. A

2. D

12. A

22. A

32. A

42. D

3. A

13. C

23. A

33. A

43. D

4. C

14. A

24. C

34. B

44. D

5. C

15. C

25. B

35. D

45. A

6. B

16. C

26. B

36. B

46. B

7. D

17. C

27. B

37. A

47. C

8. A

18. C

28. C

38. B

48. A

9. A

19. B

29. A

39. B

49. D

10. B

20. B

30. D

40. D

50. A

88

Appendix 9. Blueprint of Vocabulary Mastery (To Take the Data)

Concept
Vocabulary mastery is
students knowledge
concerning
with
words, that deals with
the form and the
meaning of words in a
language. It includes
collocation,
word
grammar, meaning (in
context), synonyms,
antonyms,
and
derrivation.

Indicators
Collocation

Item Number
5

Total
1

Word grammar

8, 17, 20

Meaning in context

3, 9, 10, 12

Synonym

1, 2, 4, 13, 14

Antonym

6, 7, 16, 18

Derivation

11, 15, 19

Total number of the questions

89

20

Appendix 10. Instrument of Vocabulary Mastery (To Take Data)

VOCABULARY
Test
Choose the correct answer of the followimg questions by crossing A, B, C, or D
on your Answer Sheet.
1.

We are going to go camping at Gunungkidul area from 8-10 January 2014. The
contribution is Rp 65,000.00.
The underlined word has similar meaning to, EXCEPT . . . .
c. cost
c. fee
d. salary
d. charge

2.

More and more people in large cities suffer from asthma and other breathing
disorders than ever before. It is clear that population destroys the environment.
The synonym of destroy is . . . .
a. advantageous
c. damage
b. save
d. balance

3.

Many foreigners like visiting Indonesia because Indonesia has many interesting
tourism. They also feel comfortable in our country because Indonesian people are
very . . . .
a. carefully
c. friendly
b. well
d. interesting

4.

To avoid the Mount Merapi danger, a thousand of people were evacuated from
their homes to safe place near Yogyakarta Palace.
The closest meaning of safe is . . . .
a. secure
c. danger
b. comfort
d. harmful

5.

Did you . . . television last night?

a. see
b. look at

c. saw
d. watch

90

6.

Mount Rushmore is located in South Dakota, USA. It is a huge carving that

shows the faces of four American President.
The antonym of huge is . . . .
a. big
c. large
b. wide
d. small

7.

It was designed to be largest, faster, and the most luxurious ship in the world.
The antonym of largest is . . . .
a. biggest
c. smallest
b. highest
d. longest

8.

Mr. John : What will you do in the factory tomorrow?

Mr. Sam : I . . . a new machine.
a. operate
c. will operate
b. operated
d. am opening

9.

Jack
: Where does Mr. John work?
Ivan
: He works in rice field. He plants rice. He is a good . . . .
a. gardener
c. carpenter
b. farmer
d. butcher

10. Jane
: You look very . . . . What have you done?
Sarah
: Oh, I have played volleyball.
a. sad
c. tired
b. sleepy
d. pale
11. The cows . . . milk.
a. products
b. produce

c. producer
d. production

12. Kathy
: Are you hungry, Hanny?
Hanny
: No, but I am . . . . Lets get a soda.
a. tired
c. thirsty
b. sleepy
d. fresh
13. The winners of the competition will receive a big goats as a prize.
The underlined word has same meaning as, except . . . .

91

a. gift
b. give

c. reward
d. present

14. They chose to see an adventure film. They didnt want to see a drama, thriller, or
horror film.
The word thriller means a film that tells a story about . . . events.
a. amused
c. romantic
b. excellent
d. scary
15. Sabrina : Do you think your brother will be a winner in the competition?
Zara
: I hope so. He has been training . . . since last month.
a. hardly
c. regularly
b. softly
d. not seriously
16. She was terribly upset because her father passed away last week.
The underlined word has opposite meaning with . . . .
a. sad
c. angry
b. proud
d. lazy
17. If I have much money, I . . . buy a story book tomorrow.
a. am
c. were
b. was
d. will
18. They stayed in the luxurious hotel. It is an expensive hotel with completed
facility and good services.
The antonym of luxurious is . . . .
a. expensive
c. unpretentious
b. pretentious
d. cheap

19. George is very . . . , so his classmates like him.

a. help
c. helplessly
b. helpless
d. helpful
20. Last holiday, my family and I . . . to the movie.
a. watch
c. are watched
b. are watching
d. watched

92

Appendix 11. Answer Key Vocabulary Instrument

1. B
2. C
3. D
4. C
5. D
6. D
7. C
8. C
9. B
10. C
11. B
12. C
13. A
14. D
15. C
16. B
17. D
18. C
19. D
20. D

93

Appendix 12. Blueprint of Reading Comprehension (To Take Data)

Concept
Indicators
Item number
Total
Reading comprehension is
1. Identifying
the 2, 9,
2
an ablity to understand what
main idea
the
reader
reads
by 2. Finding
explicit 1, 3, 4, 8, 11, 13, 18,
9
involving his experience
information
19, 24
and knowledge. It includes 3. Finding
implicit 5, 12, 22, 23
4
some skills such as
information
mentioning the main idea, 4. Identifying
words 7, 10, 15, 16, 17, 21
6
identifying words meaning
meaning
of the text, identifying 5. Identifying reference
6, 14, 20, 25
4
referent, getting explicit
25
message, and interpreting Total number of the questions
implicit meaning.

94

Appendix 13. Instrument of Reading Comprehension (To Take Data)

Reading Comprehension
Test
Choose the best answer of the following questions by crossing A, B, C, or D on
your Answer Sheet.
Text 1 (for number 1)
The bell was ringing. It was time for Adis class to have Physics in the
laboratory. They enjoy studying Physics in the laboratory. They have chances to use
the apparatus like flash, pipettes, test tubes, etc and to make simple experiments.
Adi was in the same group as Rita. They also wore white clothes called a lab coat
like the others. They prepared the apparatus very carefully since they were made of
glass. The teacher was distributing the worksheet when suddenly she heard a little
scream. It was from Adi. He was not careful that the test tube knocked on the table,
broke a little and cut his finger. The teacher took care of him soon.
1.

What happened to Adis finger?

a. It was cut by the glass apparatus.
b. It broke an apparatus.
c. It was cut by a knife.
d. It knocked the apparatus.

Text 2 (for number 2)

Badminton is one of the popular sports in Indonesia. Many people like playing it
very much. It can be played indoors and outdoors. However, most players play it
indoors. Nowadays there are many badminton halls in our country.
Badminton is not a cheap sport. We need a net, rackets and shuttlecocks to play
badminton. We can get them in a sport shop. We need to spend a lot of money in
order to get good nets, rackets and shuttlecocks.
Susi Susanti was the best woman badminton player that we ever had. She was
one of the best woman players in the world. She spent much money for badminton in
the past. But, then, she got facilities from the government and her sponsor.

95

2. What is the main idea of paragraph two?

a. Susi was the best woman badminton player.
b. There were some facilities for badminton players.
c. There are some ways to be a good badminton player.
d. We need to spend money to get the equipment for playing badminton.
Text 3 (for number 3-5)
Son : Father, I have a sore throat. I cannot swallow the food.
Father : Have you taken medicine?
Son : Yes, but it doesnt get better,
Father : Now you should go to a doctor.
Son : No, I am afraid of a doctor.
Father : Why?
Son : I dont want to be injected.
Father : But you have to. Now, ask mother to take you to a doctor.
3. Why cant the boy swallow the food?
a. He has a sore throat.
b. His throat is bleeding.

c. He has a stomachache.
d. His throat is closed.

4. What does the father suggest his son to do?

a. To drink medicine.
b. To visit a doctor.

c. To swallow medicine.
d. To stay at home.

5. Why do you think the son is afraid of a doctor?

a. Because he doesnt want to be injected.
b. Because of the frightening doctor.
c. Because he wants to get better.
d. Because an injection is dangerous.

Text 4 (for number 6)

The Manager
January 27, 2013
PT. GARUDA INDONESIA
Jl. Merdeka 84
Dear Sir,
I am one of the customers of your company. Through this letter, I would like to tell you

96

something. This is about the services of your company.

Last Monday, I flew to Medan on flight number GA116 on the schedule board, it is stated that
the plane would depart at 7 a.m. but in fact, I had to wait for an hour before taking off. It has
happened many times, because of that I was late to attend an important meeting at my office in
Medan.
You have to pay attention to my letter. Do your best for your customers. I am sure that you realize
how important the customers are for your company. I do hope that you will consider this letter.
Your faithfully,
Albert

6. . . . I would like to tell you something. (paragraph 1)

you in the sentence refers to . . . .
a. PT Garuda Indonesia
c. the manager of Garuda
b. the customers
d. Mr. Albert

Text 5 (for number 7)

Withdrawing cash with an ATM card
Steps:
1. Read the direction.
2. Put your card into the slot.
3. Punch in your PIN.
4. When the choices appear, select withdrawal from checking.
5. Enter the amount that you want to withdraw.
6. When your money appears, remove it.
7. When the machine asks if you are finished, press YES.
8. Take out the receipt.
7. When your money appears, remove it.
The word remove can be replaced by the word . . . .
a. take away
c. get
b. put away
d. receive

97

Text 6 (for number 8-10)

Going to Movie
Jose and Robby decided to go to a film theatre to relax. They were very tired
after finishing the exams. They chose to see an adventure film. They didnt want
to see a drama, thriller, or horror film. They wanted to forget studying for one
night and fantasize a little.
So they bought two tickets for a movie called Lord of the Rings, The
Fellowship of the Ring. They got in the theatre just on time before the movie
started.
Inside the theatre, a tall man sat on a seat in front of them. He put on a tall
hat. Jose and Robby could not see the screen. Jose tapped the man on the
shoulder and asked him to remove his hat. When the man turned around to say
sorry, they recognized him. He was Mr. Samuel, Joses Father.
8.

Jose and Robby went to a theatre and saw . . . film.

a. an adventure
c. a horror
b. a drama
d. a thriller

9.

What is the most important idea of the first paragraph?

a. Jose purposely met his father in the theatre.
b. Jose and Robby were late to get in the movie.
c. Jose and Robby went to the theatre for relaxing.
d. They bought two tickets for the movie.

10. They didnt want to see a drama, a thriller or a . . . (paragraph 1)

The underlined word means a film that tells a story about . . . events.
a. amused
c. excellent
b. scary
d. romantic

Text 7 (for number 11-14)

Animal Experimentation
Animals are widely used in laboratories. Mice, rabbits, dogs and monkeys are
a few examples of animal. They are used by researchers and scientists for scientific
and medical purposes. Scientists use the animals to investigate biological processes in
humans and animals; to study the causes of diseases; to test drugs, vaccines, and

98

surgical techniques; and to evaluate the safety of chemicals used in pesticides,

cosmetics, and other products.
Many animals function like humans so that they can be good models to
understand the human body. Some animals suffer from the same diseases as humans
do. Animals also carry a number of genes that are identical to human genes. With
those similarities, scientists are able to learn much about the human body by studying
the animals.
11. What do researchers and scientists do in laboratories?
a. Take care of animals.
b. Make drugs.
c. Give medical treatment.
d. Do experiment.
12. Scientists learn about the human body by studying . . . .
a. human body itself
c. certain animals
b. all kinds of animals
d. all living things
13. Based on the text, why do the scientists use animals for their experiments?
a. Animals are the most suitable objects.
b. Scientists dont want to use humans.
c. Its easier to use animals than human.
d. Animals have similarities to human.
14. They are used for scientific and medical purposes. (paragraph 1)
They in the sentence refers to . . . .
a. researchers
c. animals
b. laboratories
d. scientists

Text 8
For questions 15 to 17, choose the suitable word to complete the paragraph.
It was a public holiday. We did not have anything to do, so Father suggested .
. . (15) us to Safari Park in Cisarua. All of us got very . . . (16). Mother quickly
prepared some drinks and snack for the trip. My mother and I . . . (17) got dressed

99

and brought a camera. Within one hour, we were all ready and settled ourselves in the
car.
15. a. bringing
b. getting
c. telling
d. keeping
16. a. excited
b. annoyed
c. disappointed
d. upset
17. a. lazily
b. hurriedly
c. slowly
d. diligently

Text 9 (for number 18-21)

Scout Association of SMP 4 Wates
To: All Scout Members
We are going to go camping at Gunungkidul area, from 14-16 May 2014.
The contribution is Rp 65,000.00. Members who would like to join the
activity should register their names to Mrs. Surtini. Registration will be on
10th May 2014.

Naufal P.S
The Chief

18. To whom is the announcement above?

a. Scout Association of SMP 4 Wates
b. The chief of the association
100

c. Mrs. Surtini
d. All scout members
19. When will the camping activity start?
a. 10th May 2014
b. 14th May 2014

c. 15th May 2014

d. 16th May 2014

20. . . . should register their names to Mrs. Surtini. (line 4)

What does their refer to?
a. The members of scout association
b. All the students
c. The committee of the event
d. The teacher and the students
21. The contribution is Rp 65,000.00.
What is the meaning of the underlined word?
a. Food, drinks, or services which are provided by an organization for guest.
b. Sum of money that is given to a person/organization to pay for something.
c. The act of making official report of something or someone.
d. Payment made by someone because he has debt.

Text 10 (for number 22)

Albert Einstein was born in 1879 in Germany. He graduated from the
University of Zurich in Switzerland in 1905. In 1905 he also did some of his famous
work in physics. In 1919 he won the Noble Prize for Physics. Between 1919 and
1933 he lived in Germany and travelled a lot to talk other scientists. Then, in 1933 he
had to leave Germany because of Hitler. He moved to United States from 1933 until
his death. He lived in Prince town, New Jersey. He died on 18th April 1955.

22. Which of the following statements is TRUE according to the text?

a. Albert Einstein had lived for 14 years in Germany.
b. Albert Einstein won the Nobel Prizes for Chemistry.
c. Albert Einstein had spent the rest of his life in America for 21 years.
d. Albert Einstein died on the age of 75 years old.

101

Text 12 (for number 23)

ANNOUNCEMENT
English Speaking Club
There will be a program to develop our speaking skills next Sunday.
Well practice guiding tourists in Prambanan Temple. Please enroll
soon since there are limited seats.
Departure time : 8 a.m.
Fee

: Rp 20,000.-

Contact person : Anna, Jane

23. Which statement is TRUE about the announcement of English Speaking Club?
a. Anna and Jane are supervisors of the program.
b. Each participant of the program has to pay Rp 10,000 to the chief.
c. The aim of the program is to guide foreign tourists.
d. The participants will practice guiding foreign tourist.

Text 13 (for number 46 to 50)

Once upon a time, there were two butterflies, Teri and Feril. They are friends, Teri
and feril had the same crown.
One day, Kodi a frog, saw Teri and Feril quarreling. You took it! said Feril.
No, I did not! said teri.
Hey, whats the matter? asked Kodi.
Teri stole my crown! said Feril.
No, I did not! said Teri.
Yesterday, I still had my crown when she came to visit me, said Feril.
Today I cannot find the crown! Look! She is wearing it! Feril shouted.

102

My mom gave me this crown, Teri explained.

Kodi suggested they all go to Ferils house.
Where did you put it? said Kodi to feril.
I put it on the table, Feril answered.
They didnt find the crown.
Maybe, it felt down. Kodi looked under the table. Nothing was there.
It was my favorite crown! Feril sobbed.
I didnt steal your, but if you like so much, you can have mine, Teri gave Feril the
crown.
Its here! Kodi saw the crown behind the curtain.
Feril stopped crying, Thank God, Kodi found it!
Sorry, Teri, I accused you. Im a terrible friend!
Its OK, said Teri. Lets say thanks to Kodi!

24. Where did Kodi find the crown?

a. Under the table.
b. On the table.
c. Behind the curtain.
d. In the house.
25. I put it on the table, (line 13)
What does it refer to?
a. The crown
b. The house
c. The table
d. The curtain

103

Appendix 14. Answer Key of Reading Comprehension Instrument

1. A
2. D
3. A
4. B
5. A
6. C
7. A
8. A
9. C
10. B
11. C
12. A
13. D
14. C
15. A
16. A
17. B
18. D
19. B
20. A
21. B
22. A
23. D
24. C
25. A

104

APPENDIX 15
Validity Test of Vocabulary
Mastery

106

Appendix 16. Reliability Test of Vocabulary Mastery

No.resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

2
1
0
1
1
1
1
0
1
1
1
0
1
1
0
1
0
1
1
1
0
1
1
0
0
1
1
0
1

3
1
1
0
1
0
1
0
1
1
1
1
1
0
1
1
1
1
0
0
1
0
1
0
1
1
1
1
1

4
0
1
0
0
1
0
1
0
0
0
1
0
0
0
0
1
0
0
0
0
1
0
0
1
0
0
0
0

5
1
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
1
0
1

6
0
1
0
1
1
0
0
0
1
1
0
1
1
1
1
0
1
0
1
0
0
1
1
0
0
0
0
1

7
1
1
0
0
1
1
1
1
0
0
1
0
1
0
0
1
0
1
1
1
1
0
1
1
1
1
0
1

8
0
0
0
0
0
0
1
0
0
0
1
0
0
0
0
1
0
1
0
0
0
0
0
1
0
0
0
1

9
1
1
1
1
1
1
0
1
1
1
0
0
0
1
1
0
1
0
1
1
1
1
1
0
1
1
1
1

10
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
0
1
1
1
1

11
1
1
1
1
1
1
0
1
0
1
0
1
1
1
1
0
1
0
1
0
0
1
1
1
0
1
1
1

Numberofitem
12
13
14
1
0
1
1
0
1
1
0
1
0
1
1
0
0
1
1
1
1
1
1
0
0
1
0
1
0
1
1
1
1
1
1
1
0
1
1
0
0
1
1
0
1
1
0
0
0
1
1
0
0
1
1
1
1
1
1
0
0
1
0
1
1
0
1
0
0
1
1
1
0
1
1
1
0
1
1
1
0
1
1
0
1
1
0
1
0
1
1
0
0
1
1
1
1
1
1
0
0
1
0
0
0
1
1
1
1
1
1
0
1
1
1

15

16
1
1
1
1
0
1
1
1
1
1
0
0
1
1
1
1
1
0
1
1
1
1
0
1
1
1
1
0

17
0
1
1
1
1
1
0
0
0
1
1
1
1
0
0
1
1
1
0
0
1
1
1
0
0
1
0
1

18
1
1
0
1
0
0
1
1
0
1
0
1
0
0
1
1
1
1
1
0
1
0
1
1
0
1
1
0

19
1
1
0
1
1
1
0
1
1
0
1
0
1
1
1
0
0
1
1
1
1
1
0
1
1
1
0
1

1
1
1
0
1
1
1
1
1
0
1
1
0
1
0
1
1
0
1
1
0
1
1
0
1
1
0
1

20 21 22 23 24
1
1
1
1
0
0
1
0
1
1
1
1
1
1
1
0
1
0
1
1
1
0
1
1
0
1
0
1
1
1
0
1
0
1
1
1
1
0
1
1
1
1
1
1
0
1
1
1
1
1
1
0
1
1
1
0
1
0
1
0
1
1
1
1
1
1
1
1
0
1
1
1
0
1
0
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
1
0
1
0
1
1
1
1
1
0
1
0
0
1
1
1
1
1
0
1
1
0
1
1
0
1
1
0
1
1
1
1
1
1
1
1
1
1
0
1
1
1

Score

25
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1

19
18
16
16
17
15
15
19
16
17
15
13
16
17
14
16
17
16
18
14
16
17
15
17
13
19
16
20

045 o 04
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001 DAACCCACAADACABDCBBAACBCBCBABCBBCCCABBDBDDDAA
002 BAADCCABAADADABDCCBAACBCBDAABCBBACCADBBBADDCA
003 DBACBDAADBAACABDCDABCCDABCBADBABBBDCBDCDDCBBC
004 BAADCCABCADADCABCCBAACBCBCAABCBBACCADBABDDDAA
005 AAADCCCBAADADABDCCBAACBCBDAABCBBDACADACDADBDC
006 BBADCCABACDADABDCBBAACDDBDAABCABCDAADADACDADC
007 BCACCCACAADACABDCBBAACBCBDAABCBADAAABDBDADDDC
008 DAACCCACAADACABDCBBAACBCBCBADCBBCCCABBCDADDDC
009 DDAACDAABACCDCAABDDAACBABCBAABAACDAABDCDBDBDD
010 AADCCCABAADADABDCCBAACBCBDAABCBBDBAADACDADBCC
011 DCACCBBCCBACBAADADBAACDCBCAABCACCDCADDCAADCDB
012 DCACDCADCDCCDAADBCAAACAADCBABDBDCCCADDADDBCDD
013 ABACCCACAADACABDCBBAACBCBDAABCBADAAABDBDADDDC
014 ACAADBBDDADCDAAABBCAACDCADAABBAACCCBDCDDDDDCD
015 BCADCCABADDADAABCBBAACDDBDAABCBBCDAADACDADCBC
016 DDABCDADBDCBDCBBABBAACAABCAABACABCADBBADBDDDD
017 DAACCCACAADACABDCBBAACBCBCAAACBADAAABDBDADDDC
018 DAACCBACADCBBCBCADDADCACABBABAACDAADADABACDDD
019 DBAACCCDBADCDACAACCAAACBBCAABDDDCAAADBBDAABDD
020 ADAACBACBAACDCABBDDAACAABCBAABAACCAADBADBDBDB
021 DBAADCACAAAADADDCCBAACCCACAAACBADAAADBADAADDD
022 DCACDBCCDBCDDCAAABAAACDCACBDCDBDAAAADBBDADADD
023 DCACBBBCDBADBABCACDAADCCBDBABDABBACADBCDDBDDD
024 BCADCCABAADADADDBBDAACDABCAAACBBACCADBABDDDAA
025 DAABCBDCBACDDCBCCBBAACBDACBADCBBCCCABBDDAABDD
026 DBADCCCCBDDDDDAAACADACDBBDBABDCCDAAAADADBACDD
027 DBADCDACCBADDCAACCBBBCDBABBACDBCDBCBDDDAABDDD
028 DAACCCACAADACABDCBBAACBCBCBADCBBCCCABBCDADDDC

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMastery.txt[16/09/2015 19:19:26]

*** NOTE *** The ID field length was translated to zero.

MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 1

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --1 0-1

0.000 -9.000 -9.000 A

B 0.000
C 0.000
D 0.000
Other 1.000

2 0-2

0.214

3 0-3

0.071

4 0-4

0.000 -9.000 -9.000 A

B 0.000
C 0.000
D 0.000
Other 1.000

0.000 -9.000 -9.000

-9.000 -9.000
-9.000 -9.000
-9.000 -9.000 *
-9.000 -9.000

0.573 0.407 A 0.238 0.418 0.304

B 0.214 0.573 0.407 *
C 0.000 -9.000 -9.000
D 0.000 -9.000 -9.000
Other 0.548 -0.749 -0.596

0.313 0.166 A 0.071 0.313 0.166 *

B 0.071 0.313 0.166
CHECK THE KEY
C 0.071 0.492 0.260 ?
A was specified, C works better
D 0.071 0.349 0.185
Other 0.714 -0.589 -0.443
0.000 -9.000 -9.000 *
-9.000 -9.000
-9.000 -9.000
-9.000 -9.000
-9.000 -9.000

5 0-5

0.000 -9.000 -9.000 A 0.119 0.350 0.215

B 0.143 0.443 0.286
CHECK THE KEY
C 0.000 -9.000 -9.000 *
C was specified, D works better
D 0.405 0.746 0.589 ?
Other 0.333 -1.000 -0.973

6 0-6

0.190

0.449 0.311 A 0.238 0.623 0.453 ?

B 0.167 0.445 0.298
CHECK THE KEY
C 0.190 0.449 0.311 *
C was specified, A works better
D 0.071 0.242 0.128
Other 0.333 -1.000 -0.973

7 0-7

0.000 -9.000 -9.000

0.643

1.000 0.914 ?

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

B 0.000 -9.000 -9.000 *

CHECK THE KEY
C 0.000 -9.000 -9.000
B was specified, A works better
D 0.024 0.370 0.136
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 2

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --8 0-8

0.190

0.539 0.373 A 0.119 0.179 0.110

B 0.048 0.516 0.240
CHECK THE KEY
C 0.310 0.640 0.488 ?
D was specified, C works better
D 0.190 0.539 0.373 *
Other 0.333 -1.000 -0.973

9 0-9

0.524

0.901 0.718 A 0.000 -9.000 -9.000

B 0.048 0.565 0.263
C 0.524 0.901 0.718 *
D 0.095 0.260 0.150
Other 0.333 -1.000 -0.973

10 0-10

0.000 -9.000 -9.000 A 0.000 -9.000 -9.000 *

B 0.167 0.445 0.298
CHECK THE KEY
C 0.405 0.696 0.550 ?
A was specified, C works better
D 0.095 0.461 0.266
Other 0.333 -1.000 -0.973

11 0-11

0.024

0.543 0.200 A 0.476 0.797 0.635 ?

B 0.071 0.349 0.185
CHECK THE KEY
C 0.095 0.375 0.216
D was specified, A works better
D 0.024 0.543 0.200 *
Other 0.333 -1.000 -0.973

12 0-12

0.048

13 0-13

0.095

0.369 0.172 A 0.048 0.369 0.172 *

B 0.167 0.522 0.350
CHECK THE KEY
C 0.357 0.664 0.517 ?
A was specified, C works better
D 0.095 0.260 0.150
Other 0.333 -1.000 -0.973
0.461 0.266 A 0.333 0.624 0.482 ?
B 0.143 0.379 0.244
CHECK THE KEY
C 0.095 0.404 0.233
D was specified, A works better
D 0.095 0.461 0.266 *
Other 0.333 -1.000 -0.973

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

14 0-14

0.024

0.283 0.104 A 0.405 0.684 0.540 ?

B 0.119 0.546 0.335
CHECK THE KEY
C 0.024 0.283 0.104 *
C was specified, A works better
D 0.119 0.350 0.215
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 3

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --15 0-15

0.000 -9.000 -9.000 A 0.143 0.487 0.314

B 0.000 -9.000 -9.000 *
CHECK THE KEY
C 0.143 0.422 0.272
B was specified, D works better
D 0.381 0.666 0.523 ?
Other 0.333 -1.000 -0.973

16 0-16

0.119

0.546 0.335 A 0.357 0.716 0.558 ?

B 0.048 0.320 0.149
CHECK THE KEY
C 0.143 0.228 0.147
D was specified, A works better
D 0.119 0.546 0.335 *
Other 0.333 -1.000 -0.973

17 0-17

0.167

18 0-18

0.190

19 0-19

0.357

20 0-20

0.143

0.503 0.337 A 0.000 -9.000 -9.000

B 0.071 0.385 0.204
CHECK THE KEY
C 0.167 0.503 0.337 *
C was specified, D works better
D 0.429 0.715 0.567 ?
Other 0.333 -1.000 -0.973
0.485 0.336 A 0.452 0.786 0.625 ?
B 0.000 -9.000 -9.000
CHECK THE KEY
C 0.190 0.485 0.336 *
C was specified, A works better
D 0.024 0.283 0.104
Other 0.333 -1.000 -0.973
0.781 0.608 A
B 0.357
C 0.024
D 0.048
Other 0.333

0.238 0.418 0.304

0.781 0.608 *
0.109 0.040
0.320 0.149
-1.000 -0.973

0.314 0.203 A 0.143 0.314 0.203 *

B 0.095 0.346 0.200
CHECK THE KEY
C 0.071 0.492 0.260
A was specified, D works better
D 0.357 0.703 0.548 ?
Other 0.333 -1.000 -0.973

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

21 0-21

0.167

0.445 0.298 A 0.167 0.445 0.298 *

B 0.119 0.252 0.155
CHECK THE KEY
C 0.381 0.781 0.613 ?
A was specified, C works better
D 0.000 -9.000 -9.000
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 4

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --22 0-22

0.238

0.560 0.407 A 0.000 -9.000 -9.000

B 0.310 0.613 0.467 ?
CHECK THE KEY
C 0.238 0.560 0.407 *
C was specified, B works better
D 0.119 0.350 0.215
Other 0.333 -1.000 -0.973

23 0-23

0.405

0.784 0.619 A
B 0.405
C 0.048
D 0.119
Other 0.333

0.095 0.432 0.249

0.784 0.619 *
0.124 0.058
0.350 0.215
-1.000 -0.973

24 0-24

0.000 -9.000 -9.000 A 0.595 1.000 0.798 ?

B 0.048 0.516 0.240
CHECK THE KEY
C 0.000 -9.000 -9.000 *
C was specified, A works better
D 0.024 0.283 0.104
Other 0.333 -1.000 -0.973

25 0-25

0.024

0.543 0.200 A 0.595 1.000 0.808 ?

B 0.024 0.370 0.136
CHECK THE KEY
C 0.024 0.543 0.200 *
C was specified, A works better
D 0.024 0.196 0.072
Other 0.333 -1.000 -0.973

26 0-26

0.000 -9.000 -9.000 A 0.024 0.109 0.040

B 0.000 -9.000 -9.000 *
CHECK THE KEY
C 0.619 1.000 0.880 ?
B was specified, C works better
D 0.024 0.456 0.168
Other 0.333 -1.000 -0.973

27 0-27

0.095

0.289 0.167 A 0.095 0.289 0.167 *

B 0.286 0.632 0.475 ?
CHECK THE KEY
C 0.071 0.313 0.166
A was specified, B works better
D 0.214 0.523 0.372

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

Other 0.333
28 0-28

-1.000 -0.973

0.143

0.422 0.272 A 0.143 0.422 0.272 *

B 0.071 0.313 0.166
CHECK THE KEY
C 0.381 0.692 0.543 ?
A was specified, C works better
D 0.071 0.420 0.223
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 5

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --29 0-29

0.024

0.196 0.072 A 0.143 0.422 0.272

B 0.500 0.884 0.705 ?
CHECK THE KEY
C 0.000 -9.000 -9.000
D was specified, B works better
D 0.024 0.196 0.072 *
Other 0.333 -1.000 -0.973

30 0-30

0.381

31 0-31

0.357

0.692 0.543 A
B 0.048
C 0.381
D 0.238
Other 0.333

0.000 -9.000 -9.000

0.320 0.149
0.692 0.543 *
0.528 0.384
-1.000 -0.973

0.625 0.487 A 0.357 0.625 0.487 *

B 0.310 0.640 0.488 ?
CHECK THE KEY
C 0.000 -9.000 -9.000
A was specified, B works better
D 0.000 -9.000 -9.000
Other 0.333 -1.000 -0.973

32 0-32

0.000 -9.000 -9.000 A 0.643 1.000 0.925 ?

B 0.000 -9.000 -9.000 *
CHECK THE KEY
C 0.000 -9.000 -9.000
B was specified, A works better
D 0.024 0.283 0.104
Other 0.333 -1.000 -0.973

33 0-33

0.095

0.576 0.332 A 0.119 0.301 0.185

B 0.405 0.684 0.540 ?
CHECK THE KEY
C 0.048 0.369 0.172
D was specified, B works better
D 0.095 0.576 0.332 *
Other 0.333 -1.000 -0.973

34 0-34

0.381

0.743 0.583 A 0.048 0.320 0.149

B 0.095 0.289 0.167
C 0.381 0.743 0.583 *

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

D 0.143 0.422 0.272

Other 0.333 -1.000 -0.973
35 0-35

0.190

0.431 0.299 A 0.190 0.431 0.299 *

B 0.405 0.771 0.609 ?
CHECK THE KEY
C 0.048 0.369 0.172
A was specified, B works better
D 0.024 0.109 0.040
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 6

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --36 0-36

0.310

0.764 0.583 A
B 0.310
C 0.095
D 0.071
Other 0.333

0.190 0.342 0.237

0.764 0.583 *
0.375 0.216
0.242 0.128
-1.000 -0.973

37 0-37

0.214

0.506 0.360 A
B 0.071
C 0.286
D 0.214
Other 0.333

0.095 0.432 0.249

0.563 0.298
0.474 0.357
0.506 0.360 *
-1.000 -0.973

38 0-38

0.071

39 0-39

0.310

40 0-40

0.048

41 0-41

0.048

0.527 0.279 A 0.238 0.497 0.361

B 0.071 0.527 0.279 *
CHECK THE KEY
C 0.262 0.566 0.419 ?
B was specified, C works better
D 0.095 0.289 0.167
Other 0.333 -1.000 -0.973
0.695 0.530 A 0.333 0.504 0.389
B 0.000 -9.000 -9.000
C 0.310 0.695 0.530 *
D 0.024 0.543 0.200
Other 0.333 -1.000 -0.973

0.320 0.149 A 0.548 0.934 0.743 ?

B 0.048 0.271 0.126
CHECK THE KEY
C 0.024 0.543 0.200
D was specified, A works better
D 0.048 0.320 0.149 *
Other 0.333 -1.000 -0.973
0.271 0.126 A 0.048 0.271 0.126 *
B 0.238 0.591 0.430

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

CHECK THE KEY

C 0.000 -9.000 -9.000
A was specified, D works better
D 0.381 0.654 0.513 ?
Other 0.333 -1.000 -0.973
42 0-42

0.095

0.432 0.249 A 0.095 0.432 0.249 *

B 0.310 0.640 0.488 ?
CHECK THE KEY
C 0.024 0.109 0.040
A was specified, B works better
D 0.238 0.497 0.361
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 7

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --43 0-43

0.143

0.357 0.230 A 0.190 0.431 0.299

B 0.143 0.357 0.230 *
CHECK THE KEY
C 0.214 0.590 0.419 ?
B was specified, C works better
D 0.119 0.448 0.275
Other 0.333 -1.000 -0.973

44 0-44

0.476

45 0-45

0.167

0.809 0.645 A 0.071 0.385 0.204

B 0.119 0.423 0.260
C 0.000 -9.000 -9.000
D 0.476 0.809 0.645 *
Other 0.333 -1.000 -0.973

0.522 0.350 A 0.381 0.692 0.543 ?

B 0.095 0.289 0.167
CHECK THE KEY
C 0.024 0.283 0.104
D was specified, A works better
D 0.167 0.522 0.350 *
Other 0.333 -1.000 -0.973
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\VO.txt

Page 8

There were 42 examinees in the data file.

Scale Statistics
---------------file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

Scale:

0
------N of Items
45
N of Examinees
42
Mean
6.738
Variance
23.955
Std. Dev.
4.894
Skew
-0.540
Kurtosis
-1.481
Minimum
0.000
Maximum
13.000
Median
9.000
Alpha
0.817
SEM
2.096
Mean P
0.150
Mean Item-Tot. 0.342
Mean Biserial 0.516

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/Appendix15/VocabularyMasteryValidity.TXT[16/09/2015 19:19:26]

APPENDIX 17
Validity Test of Reading
Comprehension

108

050 o 04
DDACCBDAABDACACCCCBBDAACBBBCADCAABDBABBDADDDABCADA
44444444444444444444444444444444444444444444444444
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
001 DBBCABBAABDACACCBADACBACBBCDABCDACBDABCDADCBBCDADB
002 BBACBDCABBABABABDCBBDBABCBCBDAACBBADCACCDCABDCAABB
003 DBABADACABDDCBDBDCBBBCACDDBACACABBAABABDCDCAABDBBD
004 DDCCBBDBACDABADCCBBADACCBBDCADDACBCBADCDADBDCBCDAA
005 DDBBBBBAABDAABACACBBADACDBDDCABACADBBCBDADBDABCDAA
006 DDDCCBBAABDAABACACBCDAACBBBDADDBABDBBACDCDDDADBABC
007 DDDCCBBAABDACBCDABBCDABBCCADBAADBCADDBADDCBDCADCDA
008 DDDCCBBAABDACBCBBCBDADABCBBDADBACDBCABBCADDBCDCADB
009 DDDAABBCADDCCBCDCBAADBABADCDBACDBDABBACDBDBAADCABD
010 DDABCBBAABDAABACACBBCADCDBBDCACADDBBADDCADDBCBDAAD
011 DDBAABBAABAAACCCCDDBDAACABBDADCCCDDBBACCBBDDADCBDA
012 DDDCCBBAABDACBCDDBCADACDBBCDACADDBCADBDACCDABCDADA
013 DDACABBCABDABCDBCCADDDABDDDDBDCBBBABABACBDBDAACAAB
014 DDDCCBBAABDAABACACBCDBACABADADDCABDBAACDABDCABDADA
015 ADABCBBCAAAAAADCCAADDDACACBABDBBADDBACBDCDDAADBABB
016 DDDCCBBAABDACDBCCDBDADABCBBACDACADBBDCBDADDBCBDADA
017 ABDBABCDBAABAACABBBAABABBCBABDCDABDADAABDCCABBACCB
018 DDCAADBAABDABBCDCCDCDBACADAACDDBDBDBAACABDAAABDACB
019 BDDDABDCABAACACDDBBCDBABBDDDBBCBBDABABCCADACADCDBD
020 DDAABBBBABDACACDCBBBDAACBBBDBDDCABDBABCDCDDDAACAAB
021 DCBBABBCABDDAABCCADDDBACBABAADCBADDBAABDDDBCADCACB
022 DDDBCBBCAADAADCBCCBDDBACBCCAADCCABDBAAADCAADACDDDA
023 DCABBDDABBDACDDCCBCDDAADCBBCDACAADBBABCDADDDACBADA
024 DADCABBCABDAACABCBBADAACBDBCADCCCDDBABCDBDDDADAACB
025 BDDCABBAABDACBCCCCADDDACACBABDBBADDBACBDCDDAADBACB
026 BDDCABBAABDACBCCCCADDDACACBABDBBADDBACBDCDDAADBACB
027 DDDCBBBDACCDACADBACAVABDADBABBCCABAABDDACAABADDDAD
028 DCBDABDCABDACAACABBDDBACABDABCDDABABBBADDDBDDCBACB

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehension.txt[16/09/2015 19:19:52]

*** NOTE *** The ID field length was translated to zero.

MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 1

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --1 0-1

0.000 -9.000 -9.000 A

B 0.000
C 0.000
D 0.000
Other 1.000

0.000 -9.000 -9.000

-9.000 -9.000
-9.000 -9.000
-9.000 -9.000 *
-9.000 -9.000

2 0-2

0.000 -9.000 -9.000 A 0.238 0.486 0.353

B 0.214 0.566 0.402 ?
CHECK THE KEY
C 0.000 -9.000 -9.000
D was specified, B works better
D 0.000 -9.000 -9.000 *
Other 0.548 -0.796 -0.634

3 0-3

0.071

0.573 0.304 A 0.071 0.573 0.304 *

B 0.071 0.274 0.145
C 0.071 0.244 0.129
D 0.071 0.364 0.193
Other 0.714 -0.584 -0.439

4 0-4

0.000 -9.000 -9.000 A

B 0.000
C 0.000
D 0.000
Other 1.000

0.000 -9.000 -9.000

-9.000 -9.000
-9.000 -9.000 *
-9.000 -9.000
-9.000 -9.000

5 0-5

0.000 -9.000 -9.000 A 0.048 0.320 0.149

B 0.095 0.471 0.272
CHECK THE KEY
C 0.000 -9.000 -9.000 *
C was specified, D works better
D 0.524 0.814 0.649 ?
Other 0.333 -1.000 -0.924

6 0-6

0.095

0.519 0.299 A 0.024 0.173 0.064

B 0.095 0.519 0.299 *
CHECK THE KEY
C 0.071 0.334 0.177
B was specified, D works better
D 0.476 0.734 0.586 ?
Other 0.333 -1.000 -0.924

7 0-7

0.333

0.666 0.514

0.167

0.272 0.183

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

B 0.119 0.450 0.276

C 0.048 0.361 0.168
D 0.333 0.666 0.514 *
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 2

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --8 0-8

0.095

0.398 0.230 A 0.095 0.398 0.230 *

B 0.190 0.331 0.229
CHECK THE KEY
C 0.333 0.644 0.497 ?
A was specified, C works better
D 0.048 0.443 0.206
Other 0.333 -1.000 -0.924

9 0-9

0.310

10 0-10

0.571

11 0-11

0.095

12 0-12

0.357

0.787 0.600 A 0.310 0.787 0.600 *

B 0.143 0.186 0.120
C 0.214 0.398 0.283
D 0.000 -9.000 -9.000
Other 0.333 -1.000 -0.924
0.969 0.769 A 0.000 -9.000 -9.000
B 0.571 0.969 0.769 *
C 0.000 -9.000 -9.000
D 0.095 0.326 0.188
Other 0.333 -1.000 -0.924

0.326 0.188 A 0.024 0.392 0.144

B 0.500 0.850 0.678 ?
CHECK THE KEY
C 0.048 0.196 0.091
D was specified, B works better
D 0.095 0.326 0.188 *
Other 0.333 -1.000 -0.924
0.555 0.432 A
B 0.048
C 0.214
D 0.048
Other 0.333

0.357 0.555 0.432 *

0.196 0.091
0.580 0.412
0.402 0.187
-1.000 -0.924

13 0-13

0.000 -9.000 -9.000 A 0.595 1.000 0.845 ?

B 0.071 0.154 0.082
CHECK THE KEY
C 0.000 -9.000 -9.000 *
C was specified, A works better
D 0.000 -9.000 -9.000
Other 0.333 -1.000 -0.924

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

14 0-14

0.071

0.394 0.208 A 0.071 0.394 0.208 *

B 0.524 0.814 0.649 ?
CHECK THE KEY
C 0.048 0.361 0.168
A was specified, B works better
D 0.024 0.392 0.144
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 3

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --15 0-15

0.024

0.464 0.171 A 0.119 0.347 0.213

B 0.000 -9.000 -9.000
CHECK THE KEY
C 0.024 0.464 0.171 *
C was specified, D works better
D 0.524 0.855 0.682 ?
Other 0.333 -1.000 -0.924

16 0-16

0.024

17 0-17

0.310

18 0-18

0.095

19 0-19

0.048

20 0-20

0.143

0.392 0.144 A 0.524 0.814 0.649 ?

B 0.048 0.196 0.091
CHECK THE KEY
C 0.024 0.392 0.144 *
C was specified, A works better
D 0.071 0.513 0.272
Other 0.333 -1.000 -0.924
0.648 0.494 A 0.286 0.475 0.358
B 0.071 0.334 0.177
C 0.310 0.648 0.494 *
D 0.000 -9.000 -9.000
Other 0.333 -1.000 -0.924

0.326 0.188 A 0.190 0.602 0.416 ?

B 0.310 0.521 0.397
CHECK THE KEY
C 0.095 0.326 0.188 *
C was specified, A works better
D 0.071 0.244 0.129
Other 0.333 -1.000 -0.924
0.320 0.149 A 0.190 0.361 0.250
B 0.048 0.320 0.149 *
CHECK THE KEY
C 0.310 0.694 0.530 ?
B was specified, C works better
D 0.119 0.306 0.188
Other 0.333 -1.000 -0.924
0.331 0.213 A 0.024 0.246 0.091
B 0.143 0.331 0.213 *
CHECK THE KEY
C 0.333 0.621 0.479 ?
B was specified, C works better
D 0.167 0.485 0.325
Other 0.333 -1.000 -0.924

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

21 0-21

0.095

0.350 0.202 A 0.143 0.277 0.178

B 0.095 0.543 0.313
CHECK THE KEY
C 0.333 0.610 0.471 ?
D was specified, C works better
D 0.095 0.350 0.202 *
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 4

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --22 0-22

0.095

0.664 0.383 A 0.095 0.664 0.383 *

B 0.238 0.406 0.295
CHECK THE KEY
C 0.286 0.523 0.394 ?
A was specified, C works better
D 0.048 0.196 0.091
Other 0.333 -1.000 -0.924

23 0-23

0.119

24 0-24

0.119

25 0-25

0.024

26 0-26

0.238

27 0-27

0.048

0.511 0.314 A 0.119 0.511 0.314 *

B 0.381 0.505 0.396 ?
CHECK THE KEY
C 0.071 0.274 0.145
A was specified, B works better
D 0.095 0.616 0.355
Other 0.333 -1.000 -0.924
0.491 0.301 A 0.167 0.550 0.369
B 0.143 0.168 0.108
CHECK THE KEY
C 0.119 0.491 0.301 *
C was specified, D works better
D 0.238 0.525 0.382 ?
Other 0.333 -1.000 -0.924
0.392 0.144 A 0.095 0.109 0.063
B 0.024 0.392 0.144 *
CHECK THE KEY
C 0.048 0.484 0.226
B was specified, D works better
D 0.476 0.806 0.643 ?
Other 0.357 -1.000 -0.855
0.749 0.545 A
B 0.238
C 0.024
D 0.167
Other 0.333

0.238 0.314 0.228

0.749 0.545 *
0.392 0.144
0.338 0.226
-1.000 -0.924

0.320 0.149 A 0.548 0.967 0.769 ?

B 0.048 0.320 0.149 *
CHECK THE KEY
C 0.048 0.196 0.091
B was specified, A works better
D 0.024 0.028 0.010

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

Other 0.333
28 0-28

-1.000 -0.924

0.405

0.785 0.620 A 0.000 -9.000 -9.000

B 0.190 0.346 0.240
C 0.405 0.785 0.620 *
D 0.071 0.274 0.145
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 5

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --29 0-29

0.214

0.706 0.502 A
B 0.238
C 0.119
D 0.095
Other 0.333

0.214 0.706 0.502 *

0.578 0.420
0.142 0.087
0.133 0.077
-1.000 -0.924

30 0-30

0.167

0.550 0.369 A
B 0.333
C 0.143
D 0.167
Other 0.333

0.024 0.392 0.144

0.453 0.349
0.494 0.318
0.550 0.369 *
-1.000 -0.924

31 0-31

0.119

32 0-32

0.262

33 0-33

0.238

34 0-34

0.071

0.532 0.327 A 0.071 0.453 0.240

B 0.357 0.577 0.449 ?
CHECK THE KEY
C 0.119 0.532 0.327 *
C was specified, B works better
D 0.119 0.265 0.163
Other 0.333 -1.000 -0.924
0.717 0.531 A
B 0.024
C 0.071
D 0.310
Other 0.333

0.262 0.717 0.531 *

0.101 0.037
0.154 0.082
0.497 0.379
-1.000 -0.924

0.578 0.420 A 0.238 0.578 0.420 *

B 0.262 0.617 0.457 ?
CHECK THE KEY
C 0.119 0.244 0.150
A was specified, B works better
D 0.048 0.073 0.034
Other 0.333 -1.000 -0.924
0.693 0.367 A 0.167 0.191 0.128
B 0.071 0.693 0.367 *
CHECK THE KEY
C 0.048 0.320 0.149

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

B was specified, D works better

D 0.381 0.687 0.539 ?
Other 0.333 -1.000 -0.924
35 0-35

0.143

0.494 0.318 A 0.095 0.181 0.105

B 0.119 0.326 0.201
CHECK THE KEY
C 0.310 0.648 0.494 ?
D was specified, C works better
D 0.143 0.494 0.318 *
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 6

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --36 0-36

0.190

0.602 0.416 A
B 0.190
C 0.190
D 0.143
Other 0.333

0.143 0.132 0.085

0.602 0.416 *
0.451 0.312
0.530 0.342
-1.000 -0.924

37 0-37

0.333

0.790 0.609 A
B 0.143
C 0.119
D 0.071
Other 0.333

0.333 0.790 0.609 *

0.385 0.248
0.121 0.074
0.274 0.145
-1.000 -0.924

38 0-38

0.310

0.625 0.477 A
B 0.310
C 0.048
D 0.286
Other 0.333

0.024 -0.191 -0.070

0.625 0.477 *
0.525 0.245
0.511 0.385
-1.000 -0.924

39 0-39

0.119

40 0-40

0.071

41 0-41

0.381

0.326 0.201 A 0.190 0.497 0.344

B 0.119 0.326 0.201 *
CHECK THE KEY
C 0.048 0.196 0.091
B was specified, D works better
D 0.310 0.613 0.468 ?
Other 0.333 -1.000 -0.924
0.423 0.224 A 0.095 0.423 0.244
B 0.476 0.755 0.602 ?
CHECK THE KEY
C 0.024 0.101 0.037
D was specified, B works better
D 0.071 0.423 0.224 *
Other 0.333 -1.000 -0.924
0.751 0.589 A 0.381 0.751 0.589 *
B 0.167 0.419 0.281

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

C 0.024 0.101 0.037

D 0.095 0.230 0.132
Other 0.333 -1.000 -0.924
42 0-42

0.071

0.274 0.145 A 0.238 0.604 0.439 ?

B 0.238 0.459 0.334
CHECK THE KEY
C 0.119 0.347 0.213
D was specified, A works better
D 0.071 0.274 0.145 *
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 7

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --43 0-43

0.071

0.274 0.145 A 0.119 0.368 0.226

B 0.190 0.436 0.302
CHECK THE KEY
C 0.286 0.608 0.457 ?
D was specified, C works better
D 0.071 0.274 0.145 *
Other 0.333 -1.000 -0.924

44 0-44

0.429

45 0-45

0.214

46 0-46

0.048

47 0-47

0.071

48 0-48

0.190

0.779 0.618 A
B 0.024
C 0.143
D 0.429
Other 0.333

0.071 0.453 0.240

0.246 0.091
0.240 0.155
0.779 0.618 *
-1.000 -0.924

0.398 0.283 A 0.214 0.398 0.283 *

B 0.119 0.388 0.238
CHECK THE KEY
C 0.214 0.594 0.422 ?
A was specified, C works better
D 0.119 0.347 0.213
Other 0.333 -1.000 -0.924
0.402 0.187 A 0.048 0.484 0.226
B 0.048 0.402 0.187 *
CHECK THE KEY
C 0.095 0.206 0.119
B was specified, D works better
D 0.476 0.786 0.626 ?
Other 0.333 -1.000 -0.924
0.603 0.319 A 0.119 0.511 0.314
B 0.167 0.321 0.215
CHECK THE KEY
C 0.071 0.603 0.319 *
C was specified, D works better
D 0.310 0.486 0.371 ?
Other 0.333 -1.000 -0.924
0.602 0.416

0.190

0.602 0.416 *

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

B 0.143 0.421 0.272

C 0.071 0.543 0.288
D 0.262 0.316 0.234
Other 0.333 -1.000 -0.924
49 0-49

0.048

0.278 0.130 A 0.429 0.779 0.618 ?

B 0.071 0.513 0.272
CHECK THE KEY
C 0.119 0.162 0.100
D was specified, A works better
D 0.048 0.278 0.130 *
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 8

Item Statistics
Alternative Statistics
----------------------- ----------------------------------Seq. Scale Prop.
Point
Prop.
Point
No. -Item Correct Biser. Biser. Alt. Endorsing Biser. Biser. Key
---- ----- ------- ------ ------ ----- --------- ------ ------ --50 0-50

0.071

0.184 0.097 A 0.071 0.184 0.097 *

B 0.190 0.376 0.260
CHECK THE KEY
C 0.143 0.476 0.307
A was specified, D works better
D 0.262 0.617 0.457 ?
Other 0.333 -1.000 -0.924
MicroCAT (tm) Testing System
Copyright (c) 1982, 1984, 1986, 1988 by Assessment Systems Corporation
Item and Test Analysis Program -- ITEMAN (tm) Version 3.00
Item analysis for data from file E:\READ.txt

Page 9

There were 42 examinees in the data file.

Scale Statistics
---------------Scale:

0
------N of Items
50
N of Examinees
42
Mean
7.619
Variance
33.998
Std. Dev.
5.831
Skew
-0.252
Kurtosis
-1.362
Minimum
0.000
file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

Maximum
19.000
Median
10.000
Alpha
0.853
SEM
2.237
Mean P
0.152
Mean Item-Tot. 0.339
Mean Biserial 0.522

file:///C|/Documents%20and%20Settings/Owner/Desktop/thesis%20jadi/appendix17/ReadingComprehensionValidity.TXT[16/09/2015 19:19:52]

Appendix 18. Reliability Test of Reading Comprehension

No.resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

2
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
0
1
0
0
1
1
1
1
0
1
0
1
0

3
1
1
1
1
0
1
1
1
1
1
1
1
0
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1

4
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

5
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
0
1
1
1
1
1
1
1

6
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
0

7
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
0
1
1
1
1
1
0
1
1
1
1

8
1
0
0
1
0
0
0
0
1
1
0
1
1
0
1
1
1
0
1
0
0
1
0
1
0
0
0
1

9
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

0
1
1
0
0
0
1
1
0
0
0
0
0
1
0
0
0
0
1
0
1
0
1
0
0
1
1
0

Numberofitem
10
11
1
1
1
1
1
0
1
0
1
0
1
0
1
1
1
0
1
1
1
1
1
1
1
0
1
1
1
0
1
0
1
0
1
0
0
1
1
0
1
0
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1

12

13
0
1
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
0
0
0
1
0
1
0
0

14
1
0
1
0
1
0
0
0
1
0
1
0
1
0
0
1
1
1
1
0
0
0
0
1
1
1
0
1

15
1
1
0
1
1
1
1
1
0
1
1
0
1
1
0
1
0
1
1
0
1
1
1
1
0
1
1
1

16
0
1
1
1
1
1
0
1
1
1
0
1
1
1
1
1
1
0
1
1
1
1
0
0
1
1
1
1

17
1
0
0
0
1
1
0
1
0
0
1
0
1
1
1
0
1
1
1
1
0
0
0
1
0
1
0
1

18
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
0
1
0
0
1
0
1
1
0
0
1
0
1
0
1
0
1
1
1
1
1
0
0
1
0
0
1

19 20
1
1
1
1
0
1
1
1
1
0
0
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
0
1
1
0
1
1
1
1
0
1
1
1
0
1
1
1
1
0
1
1
1
1
0
1
1
1
1
1
1

Score
17
16
14
14
13
13
14
15
14
15
13
14
17
15
14
14
15
11
16
13
15
15
13
15
14
16
15
16

Appendix 19. Score of the Result of Students Test

No.
Resp.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

Vocabulary

Reading

76
72
64
64
68
60
60
76
64
68
60
52
64
68
56
64
68
64
72
56
64
68
60
68
52
76
64
80

85
80
70
70
65
65
70
75
70
75
65
70
85
75
70
70
75
55
80
65
75
75
65
75
70
80
75
80

110

Appendix 20. Data Description for Each Variable

Descriptive Statistics
N

Minimum

Maximum

Mean

Std. Deviation

Vocabulary

28

52

80

65.29

7.060

Reading

28

55

85

72.50

6.736

Valid N (listwise)

28

a. The Data Description of X

The frequency distribution of X
Vocabulary
Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

80

3.6

3.6

100.0

76

10.7

10.7

96.4

72

7.1

7.1

85.7

68

21.4

21.4

78.6

64

28.6

28.6

57.1

60

14.3

14.3

28.6

56

7.1

7.1

14.3

52

7.1

7.1

7.1

28

100.0

100.0

Total

111

b. The Data Description of Y

The frequency distribution of Y
Reading
Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

85

7.1

7.1

100.0

80

14.3

14.3

92.9

75

28.6

28.6

78.6

70

28.6

28.6

50.0

65

17.9

17.9

21.4

55

3.6

3.6

3.6

28

100.0

100.0

Total

112

Appendix 21. Normality Test

1. Normality Test of Reading Comprehension
Hypothesis
Ho : The data of reading comprehension are in normal distribution.
Ha : The data of reading comprehension are not in normal distribution
Tests of Normality
a

Kolmogorov-Smirnov
Statistic
Reading

.145

df

Shapiro-Wilk

Sig.
28

Statistic

.139

df

.941

Sig.
28

.119

a. Lilliefors Significance Correction

Decision: the significance of test = 0.119 > 0.05, it means that Ho is accepted, so the
data of reading comprehension are in normal distribution.

2. Normality Test of Vocabulary Mastery

Hypothesis
Ho : The data of vocabulary mastery are in normal distribution.
Ha : The data of vocabulary mastery are not in normal distribution

113

Tests of Normality
a

Kolmogorov-Smirnov
Statistic
Vocabulary

df

.144

Shapiro-Wilk

Sig.
28

Statistic

.145

.960

df

Sig.
28

.343

a. Lilliefors Significance Correction

Decision: the significance of test = 0.343 > 0.05, it means that Ho is accepted, so the
data of vocabulary mastery on are in normal distribution.

114

Appendix 22. Linearity Test

Linearity Test of Vocabulary Mastery (X) to Reading Comprehension (Y)
Hypothesis
Ho : vocabulary mastery and reading comprehension line is linear.
Ha : vocabulary mastery and reading comprehension line is not linear.

ANOVA Table
Sum of
Squares
Reading *

Between

Vocabulary

Groups

Mean
df

Square

Sig.

(Combined)

572.917

81.845

2.510

.050

Linearity

440.584

440.584

13.513

.001

132.333

22.055

.676

.670

652.083

20

32.604

1225.000

27

Deviation
from
Linearity
Within Groups
Total

The decision: the significance of F = 0.670 > 0.05, it means that Ho is accepted. So,
the vocabulary mastery and reading comprehension are linear.

115

Appendix 23. Hypotheses Test

The First Hypotesis Testing
Ho: There is no positive correlation between vocabulary mastery and reading
comprehension of the second grade students of SMP Negeri 4 Wates in the academic
year of 2013/2014.
Ha: There is a positive correlation between vocabulary mastery and reading
comprehension of the second grade students of SMP Negeri 4 Wates in the academic
year of 2013/2014.

Correlations
Reading
Pearson Correlation

Reading

1.000

.600

.600

1.000

.000

.000

Reading

28

28

Vocabulary

28

28

Vocabulary
Sig. (1-tailed)

Reading
Vocabulary

Vocabulary

Decision: the significance of correlation coefficient = 0.000 < 0.05, so Ho is rejected.

It means that there is a positive correlation between vocabulary mastery and reading
comprehension of the second grade students of SMP Negeri 4 Wates in the academic
year of 2014/2015.

116

Model Summary

Model

.600

Adjusted R

Std. Error of the

Square

Estimate

R Square
a

.360

.335

5.493

a. Predictors: (Constant), Vocabulary

b. Dependent Variable: Reading

Decision: it is found that the coefficient of correlation is 0.600 and the total efective
contribution of vocabulary mastery is 36 %.

ANOVA
Model
1

Sum of Squares

df

Mean Square

Regression

440.584

440.584

Residual

784.416

26

30.170

1225.000

27

Total

Sig.

14.603

.001

a. Predictors: (Constant), Vocabulary

b. Dependent Variable: Reading

Decision: the significance of F = 0.001 < 0.05, it means that Ho is rejected. So, there
is a positive correlation between vocabulary mastery and reading comprehension of
the second grade students of SMP Negeri 4 Wates in the academic year of 2014/2015.

Coefficients

Standardized
Unstandardized Coefficients
Model
1

B
(Constant)
Vocabulary

Std. Error
35.144

9.830

.572

.150

a. Dependent Variable: Reading

117

Coefficients
Beta

.600

Sig.

3.575

.001

3.821

.001

From the result, it is obtained the equation of simple linear regression:

Y = 35.144+ 0.572X

118

Appendix 24. The r Value of Product Moment

3
4
5

Sig. Level
5%
1%
0.997
0.999
0.950
0.990
0.878
0.959

27
28
29

Sig. Level
5%
1%
0.381
0.487
0.374
0.478
0.367
0.470

55
60
65

Sig. Level
5%
1%
0.266
0.345
0.254
0.330
0.244
0.317

6
7
8
9
10

0.811
0.754
0.707
0.666
0.632

0.917
0.874
0.834
0.798
0.765

30
31
32
33
34

0.361
0.355
0.349
0.344
0.339

0.463
0.456
0.449
0.442
0.436

70
75
80
85
90

0.235
0.227
0.220
0.213
0.207

0.306
0.296
0.286
0.278
0.270

11
12
13
14
15

0.602
0.576
0.553
0.532
0.514

0.735
0.708
0.684
0.661
0.641

35
36
37
38
39

0.334
0.329
0.325
0.320
0.316

0.430
0.424
0.418
0.413
0.408

95
100
125
150
175

0.202
0.195
0.176
0.159
0.148

0.263
0.256
0.230
0.210
0.194

16
17
18
19
20

0.497
0.482
0.468
0.456
0.444

0.623
0.606
0.590
0.575
0.561

40
41
42
43
44

0.312
0.308
0.304
0.301
0.297

0.403
0.398
0.393
0.389
0.384

200
300
400
500
600

0.138
0.113
0.098
0.088
0.080

0.181
0.148
0.128
0.115
0.105

21
22
23
24
25
26

0.433
0.423
0.413
0.404
0.396
0.388

0.549
0.537
0.526
0.515
0.505
0.496

45
46
47
48
49
50

0.294
0.291
0.288
0.284
0.281
0.279

0.380
0.376
0.372
0.368
0.364
0.361

700
800
900
1000

0.074
0.070
0.065
0.062

0.097
0.091
0.086
0.081

(From: Sugiyono, 2006)

119

Appendix 25. The F Distribution

0.05 ; v1.v2

1
v2
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
40
60
120

161.4135
18.51282
10.12796
7.70865
6.60789
5.98738
5.59145
5.31766
5.11736
4.96460
4.84434
4.74723
4.66719
4.60011
4.54308
4.49400
4.45132
4.41387
4.38075
4.35124
4.32479
4.30095
4.27934
4.25968
4.24170
4.22520
4.21001
4.19597
4.18296
4.17088
4.08475
4.00119
3.92547
3.84325

2
199.502
19.0000
9.55209
6.94427
5.78614
5.14325
4.73741
4.45897
4.25649
4.10282
3.98230
3.88529
3.80557
3.73889
3.68232
3.63372
3.59153
3.55456
3.52189
3.49283
3.46680
3.44336
3.42213
3.40283
3.38519
3.36902
3.35413
3.34039
3.32765
3.31583
3.23173
3.15041
3.07866
3.00236

215.711
19.1642
9.27663
6.59138
5.40945
4.75706
4.34683
4.06618
3.86255
3.70826
3.58743
3.49029
3.41053
3.34389
3.28738
3.23887
3.19678
3.15991
3.12735
3.09839
3.07247
3.04913
3.02800
3.00879
2.99124
2.97515
2.96035
2.94669
2.93403
2.92228
2.83875
2.75808
2.68254
2.06359

224.623
19.2467
9.11718
6.38823
5.19217
4.53368
4.12031
3.83785
3.63309
3.47805
3.35669
3.25917
3.17912
3.11225
3.05557
3.00692
2.96471
2.92774
2.89511
2.86608
2.84010
2.81671
2.79554
2.77629
2.75871
2.74259
2.72777
2.71408
2.70140
2.68963
2.60597
2.52522
2.45269
2.37328

230.253
19.2964
9.01346
6.25606
5.05033
4.38737
3.97152
3.68750
3.48166
3.32583
3.20387
3.10588
3.02544
2.95825
2.90129
2.85241
2.81000
2.77285
2.74006
2.71089
2.68478
2.66127
2.64000
2.62065
2.60299
2.58679
2.57189
2.55813
2.54539
2.53355
2.44947
2.36827
2.29369
2.21368

234.027
19.3295
8.94065
6.16313
4.95029
4.28387
3.86597
3.58058
3.37375
3.21717
3.09461
2.99612
2.91527
2.84773
2.79046
2.74131
2.69866
2.66130
2.62832
2.59898
2.57271
2.54906
2.52766
2.50819
2.49041
2.47411
2.45911
2.44526
2.43243
2.42052
2.33585
2.25405
2.17411
2.01125

236.897
19.3532
8.88674
6.09421
4.87587
4.20666
3.78704
3.50046
3.29275
3.13546
3.01233
2.91336
2.83210
2.76420
2.70663
2.65720
2.61430
2.57672
2.54353
2.51401
2.48758
2.46377
2.44223
2.42263
2.40473
2.38831
2.37321
2.35926
2.34634
2.33434
2.24902
2.16654
2.09165
2.01346

(From: Sugiyono, 2006)

120

Appendix 26. The t Distribution

v\
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Inf

0.10
3.077
1.885
1.637
1.533
1.475
1.439
1.414
1.396
1.383
1.372
1.363
1.356
1.350
1.345
1.340
1.336
1.333
1.330
1.327
1.325
1.323
1.321
1.319
1.318
1.316
1.315
1.314
1.313
1.311
1.282

0.05
6.313
2.919
2.353
2.131
2.015
1.943
1.894
1.859
1.833
1.812
1.795
1.782
1.770
1.761
1.753
1.745
1.739
1.734
1.729
1.724
1.721
1.717
1.714
1.711
1.708
1.706
1.703
1.701
1.699
1.645

0.025
12.706
4.302
3.182
2.776
2.570
2.446
2.364
2.306
2.262
2.228
2.201
2.178
2.160
2.144
2.131
2.119
2.109
2.100
2.093
2.085
2.080
2.074
2.069
2.064
2.060
2.056
2.052
2.048
2.045
1.960

0.01
31.820
6.964
4.540
3.746
3.364
3.142
2.997
2.896
2.821
2.763
2.718
2.681
2.650
2.624
2.602
2.583
2.566
2.552
2.539
2.527
2.158
2.508
2.005
2.492
2.485
2.479
2.473
2.467
2.462
2.326

0.005
63.656
9.924
5.840
4.604
4.032
3.707
3.499
3.355
3.249
3.169
3.105
3.054
3.012
2.976
2.946
2.921
2.898
2.878
2.861
2.845
2.831
2.831
2.807
2.797
2.787
2.779
2.771
2.763
2.756
2.576

(From: Deni K, 2008)

121