THE CORRELATION BETWEEN STUDENTS’ MASTERY IN

VOCABULARY AND THEIR READING COMPREHENSION

SKILL OF DESCRIPTIVE TEXT

(A Correlational Study in the Eight Grade Students of MTs Syamsul Ulum

Sukabumi Academic Year 2013/2014)

By:

Siti Fatimah

109014000173

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

Siti Fatimah (109014000173). The Correlation between Students’ Mastery in

Vocabulary and Their Reading Comprehension Skill of Descriptive Text; A

Correlational Study in the Eight Grade Students of MTs Syamsul ‘Ulum

Sukabumi Academic Year 2013/2014. Skripsi of Department of English

Education at Faculty of Tabiyah and Teachers’ Training of Syarif Hidayatullah

State Islamic University Jakarta, 2014.

Key Words: Correlational Study, Vocabulary, Reading Comprehension of

Descriptive Text

The objective of this study was to see whether there is correlation between

students’ mastery in vocabulary and their reading comprehension of descriptive

text. It was done in MTs Syamsul ‘Ulum Sukabumi at November, 27th

2013. The

sample of the research was 30 students which were taken by purposive sampling.

The kind of this study was quantitative research. Therefore the methodology of

this study was correlational method. In collecting data, the writer used test as the

instrument. The students were asked to answer the questions of two tests; those

were vocabulary and reading comprehension test. Therefore, the data were in the

form of students’ scores of both tests. Since the study was correlational method,

the data were computed statistically by using Pearson Product Moment.

Furthermore, the result of coefficient correlation (ro) was 0.74. Then, the result of

‘ro’ was compared with r table, in which the value of r table was 0.374 of

significance 5%. In addition, to know the meaning of correlation between variable

X (vocabulary) and variable Y (reading comprehension) was obtained the result of

‘to’ was 5.83 and the value of t table in significance 5 % was 2.048 by degree of

freedom (df) 28. Because ‘ro’ was higher than r table, and ‘to’ was also higher

than t table; therefore the correlation was positive and strong correlation. These

mean the alternative hypothesis was accepted and null hypothesis was rejected. In

addition, the result of coefficient determinant which described the contribution of

vocabulary to reading comprehension of descriptive text was 54.76%. Since those

results were computed, it indicated that vocabulary has great contribution to

reading comprehension of descriptive text. Therefore, there was significant

correlation between students’ mastery in vocabulary and their reading

comprehension of descriptive text.

ii

ABSTRAK

Siti Fatimah (109014000173). The Correlation between Students’ Mastery in

Vocabulary and Their Reading Comprehension of Descriptive Text; Sebuah

Penelitian Korelasi pada Siswa Kelas Dua Madrasah Tsanawiyah Syamsul ‘Ulum

Sukabumi Tahun ajaran 2013/2014. Skripsi Pendidikan Bahasa Inggris Fakultas

Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta, 2014.

Kata Kunci: studi korelasi, kosakata, pemahaman membaca teks deskriptif

Tujuan dari penelitian ini adalah untuk melihat apakah ada hubungan antara

penguasaan siswa terhadap kosakata dan pemahaman membaca mereka tentang

teks deskriptif. Penelitian ini dilakukan di MTs Syamsul ‘Ulum Sukabumi pada

tanggal 27 November 2013. Sampel penelitian ini sebanyak 30 siswa yang

diambil dengan teknik purposive sampling. Penelitian ini merupakan penelitian

kuantitatif. Untuk itu, metode penelitian yang digunakan adalah metode korelasi.

Dalam mengumpulkan data, penulis menggunakan test sebagai instrument

penelitian. Para siswa diminta untuk menjawab pertanyaan dari dua jenis tes, yaitu

tes kosakata dan tes pemahaman membaca. Untuk itu, data yang didapat adalah

dalam bentuk skor siswa dari kedua tes tersebut. Karena penelitian ini merupakan

metode korelasi, maka data dihitung secara statistik dengan menggunakan rumus

Pearson Product Moment. Selanjutnya, hasil koefisien korelasi (ro) adalah 0,74.

Kemudian, hasil ‘ro’ dibandingkan dengan r table, yang mana nilai r table adalah

0,374 pada signifikan 5%. Selain itu, untuk mengetahui makna variable X

(kosakata) terhadap Y (pemahaman membaca), didapatkan nilai ‘to’ sebesar 5,83

dan nilai t table pada signifikan 5% adalah 2,048 dengan derajat kebebasan

sebanyak 28. Karen ‘ro’ lebih tinggi dari r table, dan ‘to’ lebih tinggi pula dari t

table, maka korelasinya berbentuk positif dan kuat. Hal ini berarti alternatif

hipotesis diterima dan null hipotesis ditolak. Kemudian, hasil koefisien

determinan yang menjelaskan kontribusi kosakata pada pemahaman membaca

teks deskriptif adalah sebesar 54,76%. Setelah hasil-hasil tersebut dihitung, hal ini

mengindikasikan bahwa kosakata memiliki kontribusi yang besar terhadap

pemahaman membaca teks deskriptif. Maka, terdapat hubungan yang signifikan

antara penguasaan siswa dalam kosakata dan pemahaman membaca teks

deskriptif.

iii

ACKNOWLEDGMENT

بسم هللا الرحمن الرحيم

In the Name of Allah, The Beneficent, The Merciful

All praise be to Allah, the Lord of the worlds, who has given the strength,

the patience, the health and the blessing to the writer, so that she can finish this

skripsi. Shalawat and salam are always presented to the prophet Muhammad

SAW, who becomes the inspiration in this world.

This skripsi is presented to the Department of English Education of the

faculty of Tarbiyah and Teachers’ Training Syaarif Hidayatullah State Islamic

University Jakarta as a partial fulfillment of the requirement for the degree of first

strata (S1).

The writer is particularly grateful to her parents, the late Mr. Ade Ahmad

Riyad and Mrs. Pupu Maspufah. Especially her dearest mother, for the supports,

hopes, and prays in each second of times. Also the writer would like to thank to

the late Mr. Abdullah Manshur, for the cares and everything he has given to the

writer.

It has been the writer’s privilege to accomplish this skripsi with the gifted

and talented teachers in this faculty. Therefore, she would like to express her

gratitude to Mrs. Nida Husna, M.Pd, MA.TESOL and Mr. Dadan Nugraha, M.Pd,

for the critiques, corrections, encouragement and great advice in guiding the

writer of making this skripsi.

In addition, there are many people who contribute in finishing this skripsi,

the writer would like to express her appreciation to:

1. Nurlena Rifa’i, MA, Ph.D as the dean of the Faculty of Tarbiyah and

Teachers’ Training.

2. Drs. Syauki, M.Pd as the head of the Department of English Education.

3. Zaharil Anasy, M.Hum as the secretary of the Department of English

Education.

4. All lectures and staffs of the Department of English Education who have

taught her a lot of lessons in a lot of ways.

iv

5. Firda Priyadi, ST as the headmaster of MTs. Syamsul Ulum Sukabumi and

Dra. Nenih Rohaeni as the English teacher of the eight grade students of

MTs. Syamsul Ulum for the permission and kindness to do the research.

6. All eight grade students in C class (8C) academic year 2013/2014 of MTs.

Syamsul Ulum for good cooperation.

7. Her beloved husband, Sholehudin D. Jauhari, M.Ag for the great support,

suggestion and time to share that has been given to the writer. And for her

sweet baby, Rizqiya Awalia Shofa, the crying and smiling make the

wonderful life for the writer. Also for her mother in law, Mrs. Pipih

Sofiah, for the pray and the kindness.

8. Her sister, Siti Rahmah and family, for the supports and prays. Also all

relatives who cannot be mentioned one by one.

9. The big family of Mr. Abdullah Manshur, who cannot be mentioned one

by one for the cares and the kindness.

10. All friends of PBI E class year 2009, for being her new family.

11. All roommates of “Tirmidzi” and “Cemara” dorm who have became her

nice friends.

12. All people who cannot be mentioned one by one for the contribution in

completing this skripsi.

May Allah protect and give the great blessing for them. Amiin.

The writer realizes that this skripsi is far of the perfect. Therefore, some

critiques and suggestions are needed to make it better.

Jakarta, April 2014

The Writer

Siti Fatimah

v

TABLE OF CONTENTS

ABSTRACT ................................................................................................... i

ACKNOWLEDGMENT ............................................................................... iii

TABLE OF CONTENTS ............................................................................... v

LIST OF TABLES ...................................................................................... vii

LIST OF APPENDICES ............................................................................ viii

CHAPTER 1 INTRODUCTION ............................................................... 1

A. Background of the Study .................................................. 1

B. Identification of the Problem ............................................ 5

C. Limitation of the Study ..................................................... 5

D. Formulation of the Study .................................................. 6

E. Objective of the Study ...................................................... 6

F. Significance of the Study .................................................. 6

CHAPTER II THEORETICAL FRAMEWORK ................................... 7

A. Vocabulary ........................................................................ 7

1. Definition of Vocabulary ............................................. 7

2. Kinds of Vocabulary .................................................... 8

3. Vocabulary Learning .................................................... 10

B. Reading ............................................................................. 12

1. Definition of Reading ................................................... 12

2. Reading Comprehension .............................................. 14

3. Kinds of Reading ......................................................... 15

4. Types of Reading Text ................................................. 16

C. Descriptive Text ................................................................ 18

1. Definition of Descriptive Text ..................................... 18

2. Purpose of Descriptive Text ......................................... 19

3. Elements of Descriptive Text ....................................... 20

D. Previous Studies ................................................................ 21

vi

E. Conceptual Framework ..................................................... 23

F. Hypothesis ........................................................................ 24

CHAPTER III RESEARCH METHODOLOGY .................................... 25

A. Place and Time of the Research ........................................ 25

B. Subject and object of the Research ................................... 25

C. Method of the Research .................................................... 25

D. Population and Sample of the Research ........................... 26

E. Instruments of the Research .............................................. 26

F. Technique of Collecting Data ........................................... 29

G. Technique of Analyzing Data ........................................... 29

H. Statistic Hypothesis .......................................................... 30

CHAPTER IV RESEARCH FINDINGS .................................................. 31

A. The Description of Data .................................................... 31

B. The Data Analysis ............................................................. 34

C. The Test of Hypothesis ..................................................... 38

D. The Interpretation of Data ................................................ 38

CHAPTER V CONCLUSSION AND SUGGESTION ........................... 40

A. Conclusion ........................................................................ 40

B. Suggestion ......................................................................... 40

BIBLIOGRAPHY ....................................................................................... 42

APPENDICES ............................................................................................. 45

vii

LIST OF TABLES

Table 2.1 Social Function of Story Genres and Factual Genres ..................... 17

Table 3.1 Item Validity of Multiple Choices on Vocabulary Test .................. 27

Table 3.2 Item Validity of Multiple Choices on Reading Test ....................... 27

Table 3.3 The Questions Number of Vocabulary Test ................................... 28

Table 3.4 The Questions Number of Reading Test ......................................... 28

Table 4.1 Students’ Vocabulary Scores ........................................................... 31

Table 4.2 Students’ Reading Scores ............................................................... 32

Table 4.3 The Result of Pearson Product Moment ......................................... 34

Table 4.4 The Interpretation of Coefficient Correlation of Value r ................ 38

viii

LIST OF APPENDICES

Appendix 1 English Syllabus of Second Grade Students ............................... 46

Appendix 2 Table of Specification ................................................................. 47

Appendix 3 The Questions of Vocabulary Try Out Test ................................ 49

Appendix 4 The Question of Reading Try Out Test ....................................... 51

Appendix 5 The Result of Anates of Vocabulary Test ................................... 56

Appendix 6 The Result of Anates of Reading Test ........................................ 57

Appendix 7 The Questions of Vocabulary Test (Instrument) ......................... 58

Appendix 8 The Questions of Reading Test (Instrument) .............................. 60

Appendix 9 Surat Keterangan Penelitian ....................................................... 64

Appendix 10 Tabel Product Moment .............................................................. 65

Appendix 11 Tabel Distribusi t ....................................................................... 66

1

CHAPTER 1

INTRODUCTION

A. Background of the Study

There are many international languages that are used as medium language in

several fields such as in education, business, tourism, etc. One of them is English.

Generally, English as an international language that is considered important has

been taught in around the world including in Indonesia. Then, learning or teaching

English in several countries may different with others, especially when English

comes as their foreign language.

Norbert Schmitt states that learning a foreign language like English

language may be difficult for some people in several countries because English

has different features with their native language and there are so many aspects that

must be learned in English.1 Non native students have to adapt with the letters and

sounds of English. Besides that, they have to face the different rules of sentences,

how the sentence can be produced, and the meaning of each word. Thus, it may

need some competences that must be mastered by learners in understanding

English.

According to Kumaravadivelu, there are four language competences in order

to master English; those are grammatical competences, sociolinguistic

competences, discourse competences, and strategic competences.2 All of the

competences are important in mastering English.

Those are language competences that should be mastered by people in

learning language. However, from those competences, the writer will focus on

grammatical competences especially vocabulary. Vocabulary can be seen as a

main position in language teaching. The observational study that has been done by

Short (2002) in the ESL middle school classrooms in US shows that of the 623

1Norbert Schmitt, Researching Vocabulary. A Vocabulary Research Manual, (New York:

Palgrave Macmillan, 2010), p. 24. 2B Kumaravadivelu, Understanding Language Teaching. From Method to Post Method,

(New Jersey: Lawrence Erlbaum Associates, Inc., Publishers, 2005), p. 17.

2

teacher utterances that did address language, 95% focused on vocabulary

comprehension or pronunciation.3

Vocabulary, as one of the grammatical competences, can be taught in any

level of the study. Most non native students are usually taught vocabulary and

how to sound it at the first time. Thus, some experts of language teachers and

language researchers emphasized the importance of vocabulary by exploring

many ways in teaching it effectively. Some of the English teachers probably use

several techniques when they are teaching vocabulary such as by using flash card,

using picture or memorizing it. This can be hoped that students can understand

and achieve the goals of learning English. However, generally non native students

assume that to master English need to master sufficient vocabulary because

vocabulary will facilitate them to use English language.

In addition, vocabulary as one of the grammatical competences is important

for people to master English skills. There are four English skills of; those are

listening, speaking, reading and writing. By vocabulary, all of these skills can be

achieved. Norbert Schmitt states that vocabulary knowledge gives a large deal to

whole language success such as for reading, listening, speaking and writing,

grammatical accuracy, sociolinguistic appropriateness, and language fluency.4 It

can be impossible when people want to master language without vocabulary.

Therefore, to get many vocabularies is needed many practices, such as by reading

magazine or newspaper, watching films, listening to the music, etc. However,

from those practices, the large contribution in getting vocabulary is by reading as

Norbert Schmitt states that reading is a key to vocabulary improvement.5 By

reading, students can get new vocabulary or they can practice to apply the

vocabulary which they got.

Some experts argue that reading is not a natural ability and probably the

most difficult task to be undertook by young. It is shown by some researchers that

3Roy Lyster, Learning and Teaching Language through Content, (Amsterdam: John

Benjamins Publishing Company, 2007), p. 28. 4Norbert Schmitt, op cit, p, 4. 5Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University

Press, 2000), p.150.

3

the frightened task about 50 percent is reading and for about 20 to 30 percent

reading becomes the most difficult cognitive task to take.6 Furthermore, to achieve

the goal of reading is needed practice. The practice may be in the class or outside

the class such as by reading English newspaper or magazines. Reading English

may be difficult for some non native students because students are faced the

foreign vocabulary which has different pronunciation and different meaning with

their native language. Thus, the problem usually appears when they are facing the

difficult vocabulary that causes the purpose of reading to comprehend the text is

not achieved.

There were some problems when the writer taught in MTsN.19 Jakarta.

First, she found most of the students did not comprehend the text. Actually they

knew the vocabulary in single word, but they could not use or know it when they

were reading. When they were asked to read English text, they often found

vocabulary which they saw as a difficult vocabulary. They just left the word and

went to the next word or predicted what actually the meaning of that word without

comprehension.

There are some factors that probably cause students do not comprehend the

English text, those are lack of vocabulary, lack of background of knowledge and

lack of motivation. One of the factors that often appeared is lack of vocabulary.

Having limited vocabulary usually makes students difficult to achieve the goal of

reading. They cannot comprehend text. Students who do not have a lot of

vocabulary usually get the difficult to comprehend the text rather than those who

have a lot of vocabulary.

Second, based on the writer experience when she taught in MTsN 19

Jakarta, she found the students who could not answer the questions because some

of them did not know many vocabularies. When they were reading, many students

said that they did not know the vocabulary. The writer asked them to open

dictionary and to find the meaning of that difficult vocabulary. In fact, there were

many students who did not bring the dictionary. Then, when they were asked to

answer the questions of their reading, they did not answer the questions well. So,

6David A Sousa, How the Brain Learns to Read, (California: Corwin Press, 2005), p. 32.

4

most of them were lazy to read English because of the difficult vocabulary which

they got. Third, the problem was found in the school was, there were some

students who had many vocabulary, but when they took reading test, they had a

little score of reading. Otherwise, there were some students who had a few of

vocabulary, but they had a good score of reading.

Moreover, the ability to read is one of the goals in learning English. Eight

grade students are hoped that they can communicate functionally when they are

accustomed to read. Therefore, in KTSP curriculum, the purpose of teaching

reading in the eighth grade of junior high school is students can respond the

meaning in the functional text and in a short text such as descriptive and recount

text accurately.7 It can be meant that students are hoped to be accustomed to read

and they can apply what they read in their life, so that they can solve their

problems by themselves.

Meanwhile, the purpose of teaching vocabulary for the eighth grade students

is to improve the communicative competences orally and written in order to

achieve the language skills functionally.8 By vocabulary which students have,

students are hoped to use language in communication written and orally, so that

they can adapt with their time today.

Based on KTSP curriculum, it shows that there are some texts that should be

mastered by eight grade students of junior high school. Those texts are

descriptive, narrative, recount, procedure, and report. Whereas the texts which are

learnt to eight grade students of junior high school are three texts, those are

descriptive, narrative, and recount.

However, from those three texts, the writer selects only descriptive text by

some considerations. First, students in second grade of junior high school have

been introduced the descriptive text when they were in first grade, thus the writer

considers that they can understand descriptive text. Second, description of

something can be met in several ways, for that reason the writer assumes that the

students may have accustomed with description. In fact, the problem appeared,

7Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar

Nasional Pendidikan, Kementrian Pendidikan Nasional, 2006), p. 129. 8 Ibid,, p. 124.

5

when students read descriptive text and could not comprehend the text because of

the students had little vocabulary of description.

Seeing these cases, the writer is interested in doing the research to know the

correlation between vocabulary mastery and reading comprehension of descriptive

text at second grade of MTs Syamsul Ulum Sukabumi. Therefore, the writer

conducted the research by the title “The correlation between students’ mastery in

vocabulary and their reading comprehension skill of descriptive text (a

correlational study in second grade students of MTs Syamsul Ulum Sukabumi

academic year 2013/2014)”.

B. Identification of the problem

Seeing that background of the study, the writer identifies the problem such

as:

1. Students could not put or could not understand the vocabulary in the context of

the sentences.

2. Students had less motivation to read because they assume that reading English

text is difficult.

3. Students who had many vocabulary could comprehend the descriptive text; and

students who had a few of vocabulary could not comprehend the descriptive

text.

4. It is supposed that students who had many vocabulary could comprehend the

descriptive text, but in fact they got bad score in reading descriptive text.

Otherwise, there were some students who had a few of vocabulary could

comprehend the descriptive text.

5. There is a probability of correlation between students’ vocabulary and their

reading comprehension of descriptive text.

C. Limitation of the Study

In order to become more effective in doing the research, therefore the writer

limits the study by focusing on the correlation between students’ mastery of

vocabulary and their reading.

6

D. Formulation of the study

“Is there any correlation between students’ mastery in vocabulary and their

reading comprehension skill of descriptive text at eight grade students of MTs.

Syamsul Ulum Sukabumi academic year 2013/2014?”

E. Objective of the Study

The objective of this study is to see the correlation between students’

mastery of vocabulary and their reading comprehension at eight grade students of

MTs. Syamsul Ulum Sukabumi academic year 2013/2014.

F. Significance of the Study

The study can give the contributions to enrich English knowledge for some

people such:

1. The Writer

The research can give some experiences for the writer as the bridge to

increase knowledge of English.

2. The English teachers

The research can inform the English teachers about students’ vocabulary

that must be mastered to get their comprehension of English text, so that the

English teachers can improve their method in teaching reading effectively.

3. The Students

The research can motivate students to improve their vocabulary and practice

their reading activity.

4. The readers

The research can inform them about the correlation between students’

mastery in vocabulary and their reading comprehension.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. Definition of Vocabulary

When some people hear word “vocabulary”, the first thing in their mind is

word. They may think that vocabulary is a word that has meaning. Or, may be the

others assume that vocabulary is a foreign word when they are learning language.

Whatever they said about vocabulary may be permitted. However, to emphasize

what actually vocabulary is, the linguistic experts have argued of vocabulary

definition.1

According to Troike “vocabulary (or lexicon) is the most important level of

L2 knowledge for all learners to develop-whether they are aiming primarily for

academic or interpersonal competence, or for broader scope of communicative

competence that spans the two”.2

Ur argues what actually vocabulary is. Her opinion about vocabulary is that

“vocabulary can be defined, roughly, as the words we teach in foreign language.

However, a new item of vocabulary may be more than a single word: for example,

post office, mother in law, which are made up of two or three words but express a

single idea”.3 Thus, vocabulary can be said as one of the important aspects in

learning a language and vocabulary can be formed from some words that create

the meaning.

When people learn foreign language, the first thing they probably input is

word. By knowing some words, they can be facilitated in language learning

process. According to Hudson, learner’s vocabulary becomes a key in language

and its acquisition and as long as they learn language, they learn lexical meaning,

1Visnja Pavicic Takac, Vocabulary Learning Strategies and Foreign Language Acquisition,

(Clevedon: Multilingual Matters Ltd, 2008), p. 4. 2Muriel Saville Troike, Introducing Second Language Acquisition, (New York: Cambridge

University Pree, 2008), p. 138. 3Penny Ur, A course in Language Teaching: Practice and Theory, (New York: Cambridge

University Press, 1996), p. 60.

8

syntax, and morphology, their vocabularies increase throughout their life.4 In

acquiring vocabulary native speaker and non native speaker may have different

ways to get it. As Lightbown and Spada state children whose their first language

is English has little effort in learning vocabulary, and it is quite different with

those are non native speakers.5 Native speaker of English may be easy in getting it

because they are accustomed with the language. In contrast, some of non native

speakers of English may not get many vocabularies as easily as native speaker

because their language is different with English, they must adapt with the spelling,

the letters and the meaning.

2. Kinds of Vocabulary

Nation divides kinds of vocabulary into three or four levels based on how its

frequency and how its range; they are:

a. High frequency words. These words often occur in all kinds of uses of

language whether in formal and in informal uses, in speech and writing,

in novels, conversations, newspaper, and academic texts. The number of

high frequency words are about 2000 words of English, it can be found in

a text is about 80% or more of running words in formal written text and

about 90% in friendly conversation.

b. Academic words. These words are usually put or found in all kinds of

academic subject area such as in academic writing that including

Economic or Geography textbook, Arts, Science, Commerce, and Law.

Academic words do not often occur in daily uses. Less than 2% of the

running words in conversation are from academic word list. These words

of academic words are important for people who will use English for

academic study.

c. Technical words. These words often occur in more special purposes and

very common in one particular area such as the vocabulary of Physics or

4Thom Hudson, Teaching Second Language Reading, (New York: Oxford Universiy Press,

2007), p. 227. 5Pasty M. Lightbown and Nina Spada, How Languages are Learned. Third Edition, (New

York: Oxford University Press, 2006), p. 97.

9

the vocabulary of Applied Linguistics. In other words, most technical

words occur only in one specialized area. Technical words are very

important for anyone who specializes in a particular area such as a

doctor, linguist, educationalist and etc. The number of technical words

would seem at least 20% of the running words of technical words.

d. Low frequency words. These words do not often occur in daily use and

can be found in friendly conversation about 5%, in newspaper about

10%, and in academic text about 10%. In addition, these words have a

narrow scope; so that the uses of these words are rarely found.6

Different with Nation, Haycraft in Vocabulary Semantics and Language

Education classifies the vocabulary in two kinds, namely receptive vocabulary and

productive vocabulary:

1. Receptive vocabulary is words which come in a context that students

recognize and understand in reading and listening, but they cannot

produce those words perfectly.

2. Productive vocabulary is words which students understand of those

words then they can pronounce and use correctly in speaking and

writing.7

Read mentions two kinds of vocabulary, those are:

a. Function words. These words can be seen in grammatical aspects, such as

articles, prepositions, pronouns, conjunctions, auxiliaries, etc.

b. Content words. These words modify the meaning and provide links to the

sentences. The kinds of these words are noun, verb, adjective, and

adverb.8

Those are kinds of vocabulary according to some language experts.

Although they have classified vocabulary in different kinds, the important things

6I. S. P. Nation, Teaching Vocabulary: Strategies and Techniques, (Boston: Heinle Cengage

Learning, 2008), pp. 7—14. 7Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics and Language Education, (New

York: Cambridge University Press, 1995), p 370. 8John Read, Assessing Vocabulary, (New York: Cambridge University Press, 2000), p. 18.

10

is how language learners can learn and apply those vocabularies in some contexts

so that the meaning of texts can be achieved.

3. Vocabulary Learning

To have many vocabularies needs some practice and techniques in reaching

that. Therefore, many language experts introduce how vocabulary can be learnt

effectively. Hatch and Brown identify vocabulary learning in two kinds; those are

intentional learning and incidental learning.

a. Intentional learning can be said that learning vocabulary is done in class

by students and teacher also by planning and designing materials.9 In

other words, teachers teach the vocabulary to students, and then all

students are asked to remember the words. Some of the linguists state

that learning words in bilingual vocabulary list can be the act of

intentional learning.

b. Incidental learning can be described that students learn language in order

to communicative purposes and it provides double advantages for time

used.10

When students learn vocabulary incidentally, they can save their

time because they can get vocabulary unconsciously. One of the ways to

learn vocabulary incidentally can be done by extensive reading.

There are other ways to learn vocabulary that can facilitate learners:

1. Associate meanings of words together

2. Use picture or diagram

3. Classify word by word class and

4. Write synonym or antonym of words that have been found.11

In vocabulary learning, it is hoped that students can improve their

vocabulary size. It can be said that there are so many size of vocabulary that has

been mentioned by linguists. According to Bauer, there are 2000 set of words that

is used to explain the words in The Longman Dictionary of Contemporary

9Evelyn Hatch and Cheryl Brown, op cit, p. 368. 10Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University

Press, 2000), p. 120. 11Michael McCarthy and Felicity O’Dell, English Vocabulary in Use, (New York:

Cambridge University Press, 1994), p. 6.

11

(LDEC), a dictionary written for non native speaker. It shows that non native

speakers can write by using about 2000 words so that they can understand what

they read well. If non native speakers know about 2000 words means that they can

understand text about 80%, and if they know about 1000 words, they can

understand text in 70%.12

Although English vocabulary can be said have large number, but students

are not necessity to know all of them. Nation and Laufer in Cognition and Second

Language Instruction mention that knowing receptive knowledge of 5000 base

words is considered to be a minimal learning target.13

Another expert such as

Thornburry state about the size of vocabulary that should be mastered by second

language, it is about 2000 words.14

It can be stated that if non native students have

about 2000 words, it can indicate that they can achieve vocabulary mastery.

According to Read, there are three components of vocabulary ability that

should be mastered by students, those components are:

1. The background of vocabulary use. Vocabulary ability should draws on

the various types of pragmatic, social and cultural situation which are

used significantly influence the meaning.

2. Vocabulary knowledge and fundamental processes. This component

consist of some aspects of vocabulary which is mentioned in four

components, such as vocabulary size, knowledge of words

characteristics, lexicon organization and the process to increase

vocabulary knowledge by speaking and writing.

3. Meta-cognitive strategies for vocabulary use. This strategy can be used

by all language users to manage the ways which they use in

communication. Learners have to know and apply this strategy in

communication in order to overcome their lack of vocabulary knowledge

to function effectively. 15

12Laurie Bauer, Vocabulary, (New York: Routledge, 1998), p. 12. 13Jan H. Hulstijn, , op cit, p. 262. 14Schott Thornburry, How to Teach Vocabulary, (Edinburgh: Pearson Education, 2002), p.

21. 15 John Read, op cit, pp. 29—34.

12

It can be said that there are some methods in counting words that is

promoted by linguist. Seashore and Eckerson in Measuring Second Language

Vocabulary Acquisition stated that every different form of words in the dictionary

was counted as a different word. For example, word know, knows, and knowing,

all of them are different word and counted separately.16

However, according to Read, when someone takes a research about counting

the number of words (in the sense of types), one of the first steps is to lemmatize

the tokens (the word), so that the inflected words can be counted as the case of the

same lemma as the base form.17

It can be described that words in the same lemma

are counted as the base word, for example wait, waits, waited, and waiting, these

words are counted as one word, that is wait.

Besides size of vocabulary, when students are learning vocabulary, they are

hoped to know and use vocabulary in any possible situation. They are hoped to

know the meaning in the context, in the connection with other words and in the

previous knowledge. Therefore, vocabulary learning can facilitate students to

improve their size of vocabulary and to apply vocabulary in any contexts.

It can be concluded the way and the strategies of vocabulary learning may

affect student’s exposure in getting vocabulary. When students can keep learning

vocabulary continuously and can use it in any context, automatically their size and

knowledge of vocabulary will increase.

B. Reading

1. The Definition of Reading

According to Alderson and Bachman “reading involves perceiving the

written form of language, either visually or kinesthetically (using Braille)”.18

It

can be described that reading is an activity which the reader can recognize the

word in several kinds of form.

16James Milton, Measuring Second Language Vocabulary Acquisition, (Bristol:

Multilingual Matter, 2009), p. 7. 17 John Read, loc cit. 18J. Charles Alderson and Lyle F Bachman, Assessing Reading, (New York : Cambridge

university, 2000), p. 13.

13

Actually, reading needs some process and the process may be complex as

Harison and Salinger state that “reading is a complex activity and accomplished

readers operate at a number of levels simultaneously. They are decoding and

establishing meaning at the same time as they are responding to what they read,

selecting particular aspects for consideration and evaluating effects”.19

Reading

can be a complex activity because the reader needs to unite words by words and

then try to get the meaning of the text. In addition, according to the National

Council of Teachers of English (NCTE) Commission on Reading in Best Practice

for Teaching Reading, reading is:

Reading is a complex, purposeful, social and cognitive process in which

readers simultaneously uses their knowledge of spoken and written

language, their knowledge of the topic of the text, and their knowledge of

their culture to construct meaning. Reading is not a technical skill acquired

once and for all in the primary grades, but rather a developmental process. A

reader’s competence continues to grow through engagement with various

types of texts and wide reading for various purposes over a lifetime.20

It is referred to those definitions that reading is a complex activity that can

connects the whole capability to get and understand the meaning of the text.

Therefore, the readers should become an active reader. It may be not easy for

some people; but it can be achieved by practice. There are many ways to practice

and to become an active reader such as the activity of guessing, predicting,

checking, and asking oneself question.21

Therefore, readers are hoped to become

skillful because reading consist of many process. Some people may assume that

reading is passive activity, in which the reader just sit and read what they want to

read; then they get what they want. Then, from those definitions of reading, it has

shown that reading is an active activity, so what they assume about passive in

reading is wrong.

Through reading, people can acquire new ideas and a lot of information;

also can develop their reading ability. Many people provide their times to read in

19Collin Harison and Terry Salinger, Assessing Reading Theory and Practice, (New York:

Routledge, 1998), p. 89. 20Randi Stone, Best Practice for Teaching Reading: What Award Winning Classroom

Teachers Do, (California: Crown Press, 2009), p. 85. 21Francoise Grellet, Developing Reading Skills, (New York: Cambridge University Press,

1981), p. 8.

14

order to have more knowledge or for pleasure and they choose reading as their

hobbies. Reading English is one of the skills that can be mastered for those who

want to improve their skill. There is much knowledge that is written in English.

For that reason, it is advantageous to master reading the English text. Besides that,

many students want to be able to read English text either for their careers, for

study purposes or simply pleasure.22

To sum up, reading is one of four English skills that must be mastered by

learners and also may become a hobby for some people. The activity of reading

itself is complex because learners must decode words of the text, establish the

meaning, and understand of what they read so the purpose of their reading is

achieved; thus the readers are hoped to become active readers.

2. Reading Comprehension

Achieving goals from reading can be said as the successful in reading.

Sousa define reading comprehension, he states if readers are able to place the

meaning of individual words into the structure and context of the entire sentence,

it can be meant that they comprehend the reading material.23

It can be described

that comprehensions not only know the meaning, but also the readers know the

words in context and can place the word in the appropriate context of the

sentence.

In comprehending the text, readers need some skills when they are reading.

Linse states that “Reading comprehension refers to reading for meaning,

understanding, and entertainment. It involves higher order thinking skills and is

much more complex than merely decoding specific words”.24

Wallace et al, give some characteristics for good comprehension reader as

follows:

1. They recall their prior knowledge of the topic they read

2. They inquire some questions about the topics before and during they read

3. They take suitable conclusions if ideas are not stated explicitly

22Jeremy Harmer, How to Teach, (Edinburgh Gate: Pearson Education, 2001), p. 68. 23David A Sousa, How the Brain Learns to Read, (New York: Corwin Press, 2005), p. 42. 24 Caroline T Linse, op cit, p. 71.

15

4. They get main ideas and make a summary, then make some

representation of words in the text

5. Good readers should be confident and have curiosity to carry her ideas in

to reading and to question the ideas in the text.25

In addition, there are some criteria of good reading. Another expert such as

Grabe in Pascoe and Wiburg (Technology and Teaching English Language

Learners) state the characteristic of fluent reading. The characteristics of fluent

reading should be rapid, interactive, flexible, purposeful, comprehending, and

gradual.26

This characteristic can propose the reading process of EFL students to

get the fluency when they are reading for academic purpose, so that they become

active readers.

It can be concluded that reading comprehension is a reading activity in

which the readers get the understanding and comprehension of what they read

after they pass some steps such as observing and guessing what the topic,

predicting what will happen in the next sentence or paragraph, asking some

questions and answering or finding the appropriate answers.

3. Kinds of Reading

There are some kinds of reading:

a. Reading aloud. This reading concern on oral matter primarily. This kind of

reading focuses on “pronunciation” than to comprehension.

b. Silent reading. It can be shown that most people do reading silently and they

can comprehend the text.27

Harmer divides kinds of reading in two kinds, namely intensive reading and

extensive reading.28

1. Intensive reading. This reading involves the teachers that guide students to

read a text in order to achieve an understanding of the text and how the

25Jean Wallace Gillet et all, Understanding Reading Problems, (Boston: Pearson Education,

Inc, 2012), p. 166. 26Mary Ellen Butler Pascoe and Karin M. Wiburg, Technology and Teaching English

Language Learners, (Boston: Pearson Education, Inc, 2003), p. 118. 27Geoffrey Broughton et all, Teaching English as a Foreign Language, (New York:

Routledge, 1980), pp. 91—92. 28Jeremy Harmer, op cit, p. 99.

16

meaning is created.29

This reading activity can be done in class by teacher’s

instruction to students. Intensive study of reading texts can increase

learners’ knowledge of language characteristics and can manage their

reading strategies. Then, intensive reading can drill students to read text

carefully and this reading usually takes many times because there are many

things that must be learnt in several kinds.

2. Extensive Reading. This reading activity is the readers read longer texts and

it is usually for pleasure and involves global understanding.30

In extensive

reading activity, the readers do not have to to read a whole of the text or

understand each part of sentences or paragraph, however they have to need

give attention extensively to the text they read, and it can develop by

strategies such as scanning and skimming, the use of content list and index.

4. Types of Reading Text

When students are reading a text, they may not know what kind of text in

front of them. The introducing of types of text probably can be started when they

are in junior high school to facilitate them in understanding the function of the

text they read. There are many types of reading text in English.

According to Anderson and Anderson, text has two categories, those are

literary and factual, in which:

1. Literary texts consist of stories, movie scripts, limericks, fairy tales, plays,

novels, song lyrics, mimes, and soap operas. This category has three main

text types; those are narrative, poetic, and dramatic.

2. Factual texts consist of advertisements, announcements, internet web sites,

current affairs shows, debates, recipes, reports, and instructions. The main

texts that are included in this category are recount, response, explanation,

discussion, information report, exposition, and procedure.31

29Christine Nuttall, Teaching Reading Skill in a Foreign Language, new edition, (Oxford:

Heinemann, 1996), p. 38. 30Francoise Grellet, op cit, p. 4. 31Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yara: 1997), pp.

1—3.

17

Meanwhile, Hartono classifies types of text into story genres and factual

genres:

Table 2.1 Social Function of Story Genres and Factual Genres32

Story Genres Social Function

Narrative To amuse, entertain and to deal with actual or

various experience in different ways

News Story/ items Factual text which informs readers events of the

day which are considered newsworthy or important

Exemplum To dealt with incidents that are in some respect out

of the usual, point to some general value in the

cultural context

Anecdote To share with others an account of an unusual or

amusing incident

Recount To retell events for the purpose of informing or

entertaining

Spoof To retell an event with humorous twist

Factual Genres Social Function

Procedure To describe how something is accomplished

through a sequence of actions or steps

Explanation To explain the processes involved in the formation

or workings of natural or socio-cultural

phenomenon

Report To describe the ways things are, with reference to

arrange or natural, manmade and social

phenomenon in our environment

Analytical

Exposition

To persuade the reader or listener that something is

the case

Hortatory

Exposition

To persuade the reader or listener that something

should or should not be the case

Discussion To present (at least) two points of view about an

issue

Description To describe a particular person, place, or thing

Review To critique an art work or event for a public

audience

Commentary To explain the processes involved in the formation

(evolution) of a socio cultural phenomenon, as

though a natural phenomenon

Those are kinds of text that is seen in several contexts and function.

However, from those kinds of text, there are some texts which are not learnt to

32 Rudi Hartono, Genres of Texts, (Semarang: Universitas Negeri Semarang, 2005), p. 5.

18

students. According to Pelita in her blog states, students in junior high school are

hoped to understand five kinds of text; those are:

a. Narrative. It is kind of text that has function to entertain the reader or

listener from the factual or imaginative experience.

b. Recount. This text has function to retell the events or incidents or activity

in order to entertain and to inform something.

c. Procedure. It is kind of text that gives some direction to do or not to do

something through sequence action.

d. Report. It is kind of texts that has function to extend the information

about something, what is in, the result of systematic observation or

analysis as the effect of nature, environment, human being, or social

phenomenon.

e. Descriptive. It is kind of texts that describe the characteristics of people,

particular things, or place.33

From five types of text that is mentioned above, the second grade students

of junior high school are learnt three types of text such as description, narrative,

and recount. However, from three kinds of texts, the writer focuses on explaining

a descriptive text.

C. Descriptive Text

1. Definition of Descriptive Text

Descriptive text is one of the text types which may be familiar with students

in several ways. Siahaan and Shinoda state that description is one of the written

English texts that the writer describes the objects such as person, animal, tree,

house or etc, in abstract or concrete one; and it has two components; identification

and description, in which the identification is the step to identify the object that

33Dian Pelita, Pembelajaran Bahasa Inggris Berbasis Teks di SMP, 2013,

http://dianpelita.wordpress.com/2011/02/21/pembelajaran-bahasa-inggris-berbasis-teks-di-SMP/,

(accessed at 3rd, November 2013 on 05.42 p.m).

19

will be described and description is the next step to describe the parts of the object

such as qualities and characteristic of the object.34

In addition, Zaida states that description is a text to describe particular

person, place, or thing in detail. It consists of identification, description, and

conclusion. Identification is part of introducing the person/thing described;

description is part that describes the person or thing in details such as its qualities

or its characteristics; and the conclusion (optional) is part that concludes the

topic.35

It is known, that descriptive text is to describe something such as people,

place or other things. As Smith and Buscemi state that description has diversity. It

can be people, place and things that are described in details and it will be concrete,

specific, and vivid.36

From that definition, it can be found some students may get many objects

everyday in some characteristics or they may tell the object to their friends in

detail; unconsciously they know the concept of describing something.

2. Purpose of Descriptive Text

Each kind of text has the purpose itself, includes descriptive text. To know

the purposes of descriptive text are important for students. There are some

purposes of descriptive text:

a. Can entertain readers, it can be found in newspaper, magazine, novel, etc

b. Can convey feelings or express the emotions

c. Can relate experience and share everything they see or hear about place,

people, etc

d. Can inform something because it is described in detail

34Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,

2008), p. 89. 35Nur Zaida, Mandiri: Practice Your English Competence for SMP/MTs Class VIII,

(Jakarta: Penerbit Erlangga, 2006), p. 9. 36Santi V. Buscemi and Charlotte Smith, 75 Readings Plus: 8th Edition, (New York: The

McGraw-Hill Companies, Inc, 2007), p. 37.

20

e. Can persuade someone, because when something or someone is described in

well description, it can move reader’s emotions to do a particular way for

instance in advertisements.37

3. Elements of Descriptive Text

As mentioned before that description is to describe something, therefore the

readers should be aware of the elements of description. Those elements of

descriptive text are:

a. Concrete details. It can support, reflects, or expands a writers’ attitude or

purpose by specific description.

b. Image. It is known through one of the five senses, so that the image

should be concrete, literal (real and actual) description of person,

physical object or sensory experience.

c. Similes. Sometimes, description compares two or more things, so that the

using of like or as is often found and the comparison are different in one

aspect.

d. Metaphors. It can be said as the comparison between two things that has

implied comparison and usually without use of like or as.

e. Connotative language. It means that description sometimes use or

combine words that create the different meaning or unreal meaning with

the original version.38

Those are types of text in reading and one of them is descriptive text. To

sum up, descriptive is one of the types of text that describes something such as

people, place, animals, event, etc. In addition, this text is usually learnt in junior

high school. The students of junior high school are suggested to know the types of

text in order to know the functions of text itself.

37Barbara Fine Clouse, Patterns for a Purpose: A Rhetorical Reader, (New York: McGraw

Hill, 2006), p. 103. 38Lila Fink, et all, Choices: A Text for Writing and Reading, (Boston: Little, Brown and

Company, 1983), pp. 41—42.

21

D. Previous Studies

Satihat has conducted the correlation research by the title “The Relationship

between Students’ Vocabulary Mastery and Reading Comprehension

Achievement”. It conducted on 30 December 2007 till May 2008 at SMPN 10

Cilegon Banten. In which the sample were about 64 students of second grade of

SMPN 10 Cilegon Banten. The objective of her research was to know the

correlation between vocabulary and reading of the students. She used test as

instruments to collect data; the test was about vocabulary and reading. Then, the

test was done in two days, first day was vocabulary test and the second one was

reading test by the time given of both test was about 60 minutes. To analyze the

data, she used Pearson Product Moment as formula. And the result of her research

was 0,734; it means that there is positive correlation between student’s vocabulary

and their reading. There are the similarity and the differences between this

research and the writer’s research. The similarity of this study is both of them

concern on the correlation between vocabulary and reading comprehension. Then,

the instruments which was used also same, both of them used vocabulary and

reading test as the instrument. Meanwhile, the differences of both studies are this

study concerns on all kind of reading text, but the writer’s study concern on

descriptive text only. In addition, this study was conducted on two days, and the

sample had to answer the questions of both test in the different days; however the

writer’s study provided one day to give both tests for the samples.

Later, Mezynski conducted the research by the title “Issues Concerning the

Acquisition of Knowledge: Effects of Vocabulary Training on Reading

Comprehension.” The objective of her research is to know about the effect of

vocabulary instruction on word learning and reading comprehension. She

identified 8 studies. She designed the research by selecting words that would be

taught about 6-1800 words, setting the duration of time in teaching the students,

and applying the method of teaching that she used such as using flash cards and

semantic associations. The result of her research is that all studies demonstrated

gains in vocabulary knowledge for words taught, but only 4 of 8 studies that

demonstrated well of vocabulary instruction on comprehension of reading.

22

According to her, it can be concluded that lexical access seemed to be a critical

factor in enhancing comprehension. Therefore, she promoted comprehension by

three factors; first was the amount of practice that given to the words, second was

breadth of training in the use of the words and the third was the degree to which

active processing is encouraged. The similarity of this study is both of them

concern on the influence of vocabulary to reading comprehension skill.

Meanwhile, the differences between both studies is this study emphasizes on

teaching vocabulary by using flash card then applying it to practice reading; but in

writer’s study the focuses on the results which students got in both scores of

vocabulary and reading test. Then, another difference is on applying the research.

In this study, Mezynski identified 8 studies from different sample, and gave some

treatments for the sample by using flash card in order to improve vocabulary on

reading comprehension skill; however the writer’s study is emphasized on the

result of tests not on the treatment, because there is no treatment in the

correlational study.

The third is the research that was conducted by Syamsiah, Andayani and

Rohmadi; they are students of Sebelas Maret University Surakarta. They

conducted the research by the title “Hubungan antara Penguasaan Kosakata dan

Motivasi Belajar dengan Kemampuan Membaca Cerita (Survei pada siswa kelas

V SD Negeri di kecamatan Jatiroro).” The sample that was taken were about 63

students of 33 primary schools in Jatiroro by sampling technique was random

sampling. This research was conducted as long as six months from June to

November. The variable that was used in this research was three variables;

vocabulary mastery, students’ motivation, and reading ability. The purpose of this

research is to know the correlation between vocabulary mastery and the ability in

reading story, the correlation between students’ motivation between the ability in

reading story, and the correlation between vocabulary mastery and students’

motivation and the ability in reading story. For its instrument, they used objective

test to know the ability of vocabulary and the ability of reading and questioner to

know the students’ motivations. They used survey correlational method and in

analyzing data, they used correlational regression by significance 0.05. The result

23

of this research showed that both of vocabulary mastery and students motivation

have correlation with students’ ability in reading story. Both of vocabulary

mastery and students’ motivation gave contribution about 43.5% for students’

reading ability. The similarities of both studies are both of them focus on the

correlation between vocabulary mastery and reading comprehension. Another

similarity is on the results of both studies, in which both of them show the positive

correlation between the variables. Otherwise, the differences of both studies are

there are three variables in this study such as vocabulary mastery, students’

motivation and reading skill; but in the writer’s study there are only two variables

such as vocabulary mastery and reading skills. Then, other differences are this

study use test and questioner as the instruments; but in the writer’s study only use

test as instrument. Besides that, the differences are on the sample of the research.

The sample of this study is 63 students from 33 primary schools; but the sample

of the writer’s study is only 30 eight grade students of a junior high school.

E. Conceptual Framework

Vocabulary is one of the important aspects of learning language. Without

vocabulary, process of language learning cannot be achieved. In other words,

vocabulary can be said as media to facilitate students in learning language

especially achieving four language skills (listening, speaking, reading, and

writing). Therefore, students are hoped to have enough vocabulary to achieve

those skills. Especially vocabulary can be found and achieved more in reading.

Reading is one of four English skills that must be mastered for students. The

students should be accustomed to read in order to gain many information of the

text they read. Besides that, another benefit can be gotten by reading such as

improving or adding vocabulary. Therefore, vocabulary and reading cannot be

separated and have may have relation each other. There are many texts that can be

read to practice or improve vocabulary and reading ability. One of them is

descriptive text.

Descriptive is a text that describes something such as people, animals, place,

etc. and it is one of the types of reading text that should be learnt by second grade

24

students of junior high school. Students should master descriptive text as

mentioned in curriculum, so that it can facilitate students in understanding an

object in detail. To know how understand students in descriptive text, both of test

vocabulary and reading of descriptive text can be used as instruments.

Therefore, based on the above explanations, it can be known that vocabulary

probably has the great deal with reading. Thus, it can be supposed that if students

have many vocabularies, they can comprehend descriptive text; otherwise if

students have a few of vocabularies, they cannot comprehend descriptive text.

F. Hypothesis

Based on the problems and theory that have been mentioned, the hypothesis

will be stated as follows:

First, alternative hypothesis (ha): there is a positive correlation between

student’s vocabulary and their reading comprehension of descriptive text.

Second, null hypothesis (ho): there is no correlation between student’s

vocabulary and their reading comprehension of descriptive text.

25

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

1. Place of the Research

The research was conducted at MTs. Syamsul ‘Ulum that is located on Jl.

Bhayangkara, Gunung Puyuh, Kota Sukabumi.

2. Time of The Research

The time of the research was on Wednesday, November, 27th

2013.

B. Subject and Object of the Research

1. Subject of the Research

The subject of the research was 30 students in the second grade C (8C) of

MTs Syamsul ‘Ulum academic year 2013/2014.

2. Object of the Research

The object of the research was descriptive text, which was shown in

vocabulary and reading comprehension that will be tested.

C. Method of the Research

The purpose of this research was to know and to find the correlation

between student’s vocabulary and their reading comprehension of descriptive text.

Therefore the quantitative research was selected and the method that was applied

was correlational method. Correlational method associate two or more variables to

know the relation between those variables.1 In order to know the correlation

between those variables needs statistic. Because according to Suharsimi, statistic

can be used to compare the result of two different variables to determine the

relation between those variables, and this is called as coefficient correlation.2

There were two variables in this research; those were reading comprehension as

dependent variable (Y) and vocabulary as independent variable (X). Therefore,

1L.R. Gay, et al, Educational Research Competencies for Analysis and Applications,

(Boston: Pearson Education International, 2009), p. 196. 2Suharsimi Arikunto, Prosedur Penelitian, suatu Pendekatan Praktik, (Jakarta: PT

RinekaCipta, 2010), p. 313.

26

Pearson Product Moment was used in this research to know the correlation of both

variables.

D. Population and Sample of the Research

The population of this research was about six classes of second grade which

consist of 177 students. Because the number of population was too big, the writer

considered to take sample for collecting data. In taking sample, the writer used

purposive sampling techniques because of some considerations. The first thing

was the ability of the population was same. The 8C class was selected as sample

of this research because this class has the same ability with other classes, so that

this class can be representative one. The consideration of practicality and

efficiency of time, energy, and fund could be another issue in taking this sample.

E. Instruments of the Research

In conducting a research, it is necessary to use an instrument for collecting

data. The instruments can be a test, interview or questioner based on the research

need. In this research, the instruments which were used were test and the result of

the test. Because the variables were vocabulary and reading, the test consisted of

vocabulary test and reading test.

1. Vocabulary test.

The questions of vocabulary test were compiled from second grade books

and other sources that were appropriated with their level and their material.

Then, kinds of vocabulary tests were to find the synonym, antonym, and

meaning based on the context of the descriptive sentences.

2. Reading Test

Students were asked to read and answer the questions of reading. The

reading material and its question were selected from students’ book and

other sources which was suitable with their level. The questions that were

given were to find topic, main idea, supporting details, true or false, etc in a

descriptive text.

27

The questions of vocabulary and reading that were compiled were about 30

questions each of them, so the total was 60 questions (appendix 3 and 4). Before

doing the research, those questions were tried out to other students that had the

same level with the sample of the research in order to know the quality of the

instruments such as validity, reliability, index difficulty and discriminating power.

So that the instruments are appropriate for the sample of the research.

After conducting the try out, the writer found the result of vocabulary and

reading score and put it into Anates application to count the quality of the

questions. The result shown some questions of vocabulary and reading that were

valid, very significant, significant, and adequate (should be revised).

Table 3.1

Item Validity of Multiple Choices on Vocabulary Test

Category

/ No.

Very

Significant

Significant Adequate

(Need to be

revised)

Insignificant

2, 3, 4, 5, 7, 25 6, 10, 11, 13,

15, 18, 19, 24,

29

8, 9, 12, 16, 20,

22, 23, 26, 27,

28

1, 14, 17, 21,

30

Total 6 9 10 5

Table 3.2

Item Validity of Multiple Choices on Reading Test

Category

/ No.

Very

Significant

Significant Adequate

(Need to be

revised)

Insignificant

5, 8, 9, 10, 11,

15, 17, 18, 19,

20, 23, 25

2, 4, 27, 28 3, 6, 7, 12, 14,

26, 29

1, 13, 16, 21,

22, 24, 30

Total 12 4 7 7

Appendix 5 and 6 to know the quality of the test.

28

From that result of the quality of both tests, the writer did not use all

questions to be tested for sample. The writer decided to take 20 questions for each

test. In point insignificant, the writer did not use it because it was not valid

question. The writer used very significant and significant point, also adequate

question after revising the question. The questions that were used for vocabulary

test were:

Table 3.3

The Questions Number of Vocabulary Test

No

Very Significant Significant Adequate (Need to

be revised)

2, 3, 4, 5, 7, 25 6, 10, 11, 13, 15, 18,

19, 24, 29

8, 9, 12, 16, 20, 22,

23, 26, 27, 28

In column very significant and significant, all questions were used.

However, in column adequate, only five questions with the bold sign that were

used after they were revised. So, the total questions that were used were 20

questions.

Like vocabulary test, reading test also used 20 questions for the sample of

the research. These were the questions of reading test that were used:

Table 3.4

The Questions Number of Reading Test

No

Very Significant Significant Adequate (Need to

be revised)

5, 8, 9, 10, 11, 15,

17, 18, 19, 20, 23, 25

2, 4, 27, 28 3, 6, 7, 12, 14, 26, 29

It was same with vocabulary test; the questions that were used were in

column very significant and significant. Also, the questions in column adequate

with bold sign about four questions were used after those questions were

corrected. (Appendix 7 and 8 for the instruments).

29

F. Technique of Collecting Data

1. Observation

The first thing of collecting data that was done by the writer was

observation. The writer observed the school by meeting with the headmaster

and the English teacher of second grade in this school. Then, the writer

asked about English class, the situation, the condition, and students when

they were studying English.

2. Test

After the writer observing and selecting the instrument that was suitable for

students, it was the time to select data from samples. In this section of

collecting data, the students were asked to take vocabulary and reading test.

Testing was conducted in a same day. First test was vocabulary that

provided time about 40 minutes and the second was reading test by the same

time about 40 minutes. Students must answer 20 questions that were

provided in vocabulary and reading test.

H. Technique of Analyzing Data

In analyzing data the writer used Pearson Product Moment. Pearson Product

Moment is a technique that was created by Karl Pearson and this technique is

often used to find the correlation between two variables.3 This is the formula of

Pearson Product Moment:4

= ∑ ∑ ∑

√{ ∑ ∑ }{ ∑ ∑ }

In which:

correlation of the score of each item

N = the number of the subject

∑ score in each item

∑ from each subject

∑ = the sum of the square of the total score in each item

3Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,

2010), p, 190 4Ibid., p. 206.

30

∑ = the sum of the square of the total score from each subject

∑ the sum of the multiple of the score from each subject with total

score.

The next step was to test the significance of the variables in order to know

the meaning of the correlation between variable X and Y. Therefore, the result of

PPM was tested by formula of to = √

√ .5

In which: to = t value

r = the result of correlation coefficient

n = number of sample

Then, to know how many contributions of the dependent variable to

independent variable, it can be known by this formula: KP = x 100%.6

In which: KP = value of determinant coefficient

r = value of correlation coefficient

I. Statistic Hypothesis

In the correlational research, the statistic hypothesis can be stated as

follows: Ha: ro > rt

Ho: ro < rt

ro = the result of Pearson Product Moment

rt = r table (Pearson Product Moment Table)

Ha: The alternative hypothesis is accepted, means that there is correlation

between students’ mastery in vocabulary and their reading comprehension.

Ho: The null hypothesis is accepted, means that there is no correlation

between students’ mastery in vocabulary and their reading comprehension.

5 Riduwan and Sunarto, Pengantar Statistika: untuk Penelitian Pendidikan, Sosial,

Ekonomi, Komunikasi dan Bisnis, (Bandung: Alfabeta, 2011), p. 81 6Ibid.

31

CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

As the purpose of this research, to know the correlation between students‟

mastery in vocabulary and reading comprehension of descriptive text, the writer

used the quantitative research by the correlational method. Therefore, calculations

of statistic were needed.

The instrument of this research was two kinds of test; vocabulary and

reading test. Both of these tests consisted of 20 questions, so the sample was

asked to take both of these tests. Then, after conducting the research for 30

students as the sample, the writer got the result of vocabulary and reading test. For

each question, the writer gave value 5 for correct answer and 0 for wrong answer.

These are the result of both tests:

Table 4.1

Student’s Vocabulary Score

Student X

1 40

2 55

3 60

4 70

5 45

6 60

7 75

8 70

9 55

10 65

11 70

12 80

13 50

32

14 45

15 65

16 95

17 75

18 70

19 55

20 30

21 70

22 75

23 70

24 65

25 75

26 65

27 70

28 90

29 70

30 85

N= 30 ∑= 1965

From that table, the lowest score of vocabulary test was 30 and the highest score

was 95. Then, the mean score of this test was 65.5.

Table 4.2

Student’s Reading Score

Student Y

1 45

2 55

3 95

4 90

5 50

33

6 70

7 65

8 90

9 50

10 85

11 70

12 95

13 55

14 40

15 75

16 90

17 85

18 80

19 50

20 55

21 75

22 60

23 65

24 70

25 75

26 60

27 75

28 100

29 70

30 80

N= 30 ∑= 2120

Based on the above table, the lowest score of reading test was 40 and the highest

score was 100. The mean score of this test was 70.6.

34

B. The Data Analysis

Having finished the quantitative research by using vocabulary test and

reading comprehension test, the writer used statistic calculation of the Pearson

Product Moment Formula to analyze the data of both tests. To make easier, the

writer made a table with six columns; those were (No), (X), (Y), (X2), (Y

2), and

(XY). Column X was for vocabulary score of the sample, column Y was for

reading score of the sample, column X2 was for quadrate of each score in column

X, column Y2 was quadrate for each score in column Y, and column XY was for

the result of multiplying score X and Y.

These were the table of the above explanations:

Table 4.3

The Result of Pearson Product Moment

Student X Y X2

Y2

XY

1 40 45 1600 2025 1800

2 55 55 3025 3025 3025

3 60 95 3600 9025 5700

4 70 90 4900 8100 6300

5 45 50 2025 2500 2250

6 60 70 3600 4900 4200

7 75 65 5625 4225 4875

8 70 90 4900 8100 6300

9 55 50 3025 2500 2750

10 65 85 4225 7225 5525

11 70 70 4900 4900 4900

12 80 95 6400 9025 7600

13 50 55 2500 3025 2750

14 45 40 2025 1600 1800

15 65 75 4225 5625 4875

16 95 90 9025 8100 8550

17 75 85 5625 7225 6375

35

18 70 80 4900 6400 5600

19 55 50 3025 2500 2750

20 30 55 900 3025 1650

21 70 75 4900 5625 5250

22 75 60 5625 3600 4500

23 70 65 4900 4225 4550

24 65 70 4225 4900 4550

25 75 75 5625 5625 5625

26 65 60 4225 3600 3900

27 70 75 4900 5625 5250

28 90 100 8100 10000 9000

29 70 70 4900 4900 4900

30 85 80 7225 6400 6800

∑ = 30 1965 2120 134675 157550 143900

Those are the result of the classifications of each score. After getting the

above results, it was the time to calculate the equations to Pearson Product

Moment Formula:

r = ∑ –( )( )

√{ ∑ (∑ ) }{ ∑ ( ) }

= ( ) ( )( )

√{ ( ) ( ) }{ ( )–( ) }

=

√* +* +

=

√

=

√

36

=

ro = 0.74

That was the result about 0.74 of Pearson Product Moment, the next step

was to find out how much significant the result of correlation. To know the

significance of the correlation, the writer used “r” table by significance of 5% and

1%. Before going to “r” table, the writer found out the degree of freedom by the

following formula: df = N-2

In which: df : degrees of freedom

N : Total number of respondents

Therefore, df = N - 2 30 - 2 = 28. It can be seen on Pearson Product

Moment Table, that 28 at the degree of significance of 5% is 0.374.

Based on the calculation of „ro‟ and „r‟ table, it can be meant that:

In 5% : ro > rt = 0,74 > 0.374.

In addition, the result of coefficient correlation (ro) was also compared to „t‟

table in order to test significance of the variables. This step was used to know the

meaning of the correlation variable X (vocabulary) to variable Y (reading

comprehension). It can be known by the formula: to = √

√

In which: „to‟ = t value

r = the result of correlation coefficient

n = number of sample

It can be seen „to‟ = √

√

= √

√

=

√

=

37

= 5.83

It can be seen from that calculation of t value, the result of „to‟ is about 5.83

by df is 28, the result of „to‟ can be compared to „t‟ table in the significance level

0f 5% is 2.048. From test significance by comparing „to‟ and t table, the

correlation can also be meant as follow:

In 5% : to > t table = 5.83 > 2.048

It was shown from that calculation that „to‟ is higher than „t‟ table, therefore the

correlation is accepted.

In addition, to know the contribution of variable X to variable Y, it can be

found coefficient determinant by this formula: KP = r2 X 100%

In which: KP: coefficient determinant

r: coefficient correlation

Therefore, KP = 0.742 X 100%

= 0.5476 X 100%

= 54.76%

It means that vocabulary contributes to reading as much 54.76% and the remain

about 45.24% was given by other variables, for instance students‟ motivation in

reading, students‟ health or concentration when they got test, background

knowledge of descriptive text, etc.

The above calculations show that the correlation of students‟ mastery in

vocabulary (variable X) and their reading comprehension (variable Y) of

descriptive text is significant because the correlation is strong. It can be seen on

the table as bellow:

38

Table 4.4

The Interpretation of Coefficient Correlation of Value r1

Coefficient interval Degrees of correlation

0.800-1.000 Very strong

0.60-0.799 Strong

0.40-0.599 Strong enough

0.20-0.399 Weak/low

0.00-0.199 Very weak/low

C. The Test of Hypothesis

The research is to see the correlation between vocabulary mastery and

reading comprehension of students. To test the hypothesis, the writer proposed an

alternative hypothesis (ha) and null hypothesis (ho) as bellow:

Ha: ro > rt

Ho: ro < rt

1. The statistic hypothesis state that alternative hypothesis (ha) is accepted

if ro is higher than rt (ro > rt). It can be seen that (ro) 0.74 is higher than

(rt) 0.374. It indicates that alternative hypothesis is accepted.

2. Meanwhile, null hypothesis (ho) is rejected because (ro) 0.74 is higher

than (rt) 0.374.

D. The interpretation of Data

Based on the above calculation, the correlation which is got is 0.74. This

value does not have negative mark. Therefore the correlation between variable X

(vocabulary) and variable Y (reading comprehension) have positive correlation. It

can be meant that students with high vocabulary of descriptive text can have good

comprehension in reading descriptive text.

Besides that, the value of 0.74 is between the intervals 0.60-0.799. The table

4.4 shows that the correlation is strong. It can be indicated that vocabulary

determines the students‟ comprehension when they are reading descriptive text.

1Riduwan and Sunarto, Pengantar Statistika untuk Penelitian Pendidikan, Sosial, Ekonomi,

Komunikasi dan Bisnis, (Bandung: Alfabeta, 2011), p.81.

39

Moreover, the value of „ro‟ which is compared with „rt‟, in fact, is higher than „rt‟.

This case can be seen in significance of 5% that „rt‟ has 0.374; meanwhile „ro‟ has

0.74. Therefore, „ro‟ is higher than „rt‟. In addition, the result of comparing „to‟

and t table also shows that „to‟ is 5.83 and t table in significance 5% is 2.048. It

means that „to‟ is higher than t table. These cases demonstrate that there is a

positive and strong correlation between students‟ mastery in vocabulary and their

reading comprehension of descriptive text.

Then, the coefficient determinant which is got is about 54.76%. This value

indicates that the contribution of vocabulary to reading comprehension of

descriptive text is high. In other words, it can be stated that a student with high

score on vocabulary is likely to have a high score on reading, and a student with a

low score on vocabulary is likely to have a low score on reading.

However, based on the coefficient determinant which is got about 54.76%,

there is 45.24% as the remains. This remains shows that there is other factors

which influence the reading comprehension of descriptive text. Those factors can

be students‟ motivation, students‟ interest in reading, students‟ background

knowledge, their health or concentration when they are reading, etc that influences

their comprehension of reading descriptive text.

40

CHAPTER V

CONCLUSSIONAND SUGGESTION

A. Conclusion

This study is proposed to see the correlation between students’ mastery in

vocabulary and their reading comprehension of descriptive text. Based on the data

that has been analyzed, the coefficient correlation (ro) that has been got is 0.74.

This value of ‘ro’ shows that the correlation is strong. Then, this value of ‘ro’ is

compared with ‘rt’, in which the result of ‘rt’ is 0.374 for significance 5%.

Therefore, ‘ro’ is higher than ‘rt’ (0.74 > 0.374). Then, the result of comparison

‘to’ and t table shows that ‘to’ is 5.83 and t table in significance 5 % is 2.048. It

means that ‘to’ is higher than t table. These results of ‘ro’ and ‘to’, prove that the

correlation is significant. Then, the result of coefficient determinant (KP) is

54.76%, in which this value describes the contribution of vocabulary to reading

comprehension of descriptive text is high. Meanwhile, the remains of KP is about

45.24% shows that there are other factors that affect the comprehension of reading

descriptive text; such as students’ concentration, students’ motivation, or students’

background knowledge of the text, etc.

Therefore, based on the results of those statistic calculations, it can be

concluded that there is a positive and strong correlation between students’ mastery

in vocabulary and their reading comprehension of descriptive text. It represents

that vocabulary determine and influence students’ reading comprehension of

descriptive text.

B. Suggestion

From this research, the writer intends to offer some suggestions in teaching

and learning vocabulary and reading skill. The suggestions hopefully can improve the

quality of teaching and learning English for English teachers and learners.

The suggestions as follow:

1. The teacher should support students to get input of vocabulary to facilitate

comprehension of reading.

41

2. The teacher should introduce the vocabulary not only in single word but

also in a context that can create the meaning of the sentences.

3. The teacher should know and able to apply a good method in teaching

reading, because reading is an active activity.

4. The teacher should introduce and explain parts of descriptive text in detail.

5. Students should give the exercises intensively and extensively in reading

descriptive text.

6. The students are suggested to have dictionary to facilitate them knowing

the vocabulary.

7. The teacher should always give the high motivation to students to improve

their reading skill.

42

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43

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44

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46

SILABUS

Sekolah : MTs Syamsul Ulum

Kelas / Semester : VIII / I

Mata Pelajaran : Bahasa Inggris

Standar Kompetensi : 1. Membaca

Memahami makna teks tulis fungsional dan essei pendek sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.

Kompetensi

Dasar MateriPokok

/Pembelajaran Kegiatan Pembelajaran Indikator

Penilaian Alokasi

Waktu

Sumber

Belajar Karakter

Teknik Bentuk

Instrumen

Contoh

Instrumen

1. Membaca nyaring bermakna

teks tulis fungsional dan esei

berbentuk descriptive dan

recount pendek dan sederhana

dengan ucapan, tekanan dan

intonasi yang berterima yang

berkaitan dengan lingkungan

sekitar

2. Merespon makna dalam teks

tulis fungsional pendek

sederhana secara akurat, lancar,

dan berterima, dengan

lingkungan sekitar.

3. Merespon makna dan langkah

retorika dalam esei pendek

sederhana secara akurat, lancar

dan berterima yang berkaitan

dengan lingkungan sekitar dalam

teks berbentuk descriptive dan

recount.

1. Teks fungsional

pendek:

-Undangan

2. Kosa kata terkait

tema dan jenis teks

3. Descriptive dan

Recount texts:

-makna gagasan dan

tekstual

-langkah retorika teks

descriptive dan recount

-tujuan komunikatif dan

cirri kebahasaan teks

descriptive dan recount

.

A. 1. Brainsorming tentang

berbagai hal terkait teks fungsional

pendek berbentuk undangan

2. Mendengarkan undangan yang

dibacakan oleh guru/teman

3. Membaca nyaring teks

fungsional pendek tentang

undangan

4. menjawab pertanyaan tentang

isi teks fungsional pendek

‘undangan/pesan singkat

5. Menyebutkan tujuan

komunikatif teks fungsional

pendek tentang undangan

6. menjawab pertanyaan tentang

cirri kebahasaan teks fungsional

pendek berupa undangan/pesan

singkat.

B. 1. Tanya jawab berbagai hal

terkait tema

2. Review kosakata dan tata

bahasa terkait tema dan jenis teks

3. Membaca teks descriptive dan

recount

4. Menjawab pertanyaan tentang

informasi yang ada dalam teks

5. Menjawab pertanyaan tentang

tujuan komunikatif dan langkah

retorika teks descriptive dan

recount

6. Menyebutkan cirri kebahasaan

teks yang dibaca

7. Membaca nyaring.

1. Membaca dengan

nyaring dan bermakna

teks fungsional pendek.

2. Mengidentifikasi

berbagai informasi

dalam teks fungsional

pendek

3. Mengidentifikasi

fungsi sosial teks

fungsional pendek

4. Mengidentifikasi cirri

kebahasaan teks

fungsional pendek

5. Menjawab

pertanyaan tentang:

-makna gagasan dan

tekstual dalam teks

descriptive dan recount

-langkah retorika teks

descriprtive dan recount

- tujuan komunikatif

dan cirri kebahasaan

teks descriptive dan

recount

-membaca nyaring teks

descriptive dan recount.

Menyatakan suka dan

tidak suka dengan

cermat

Meminta klarifikasi

dengan cermat

Merespon secara

interpersonal dengan

cermat dan teliti .

Tes lisan

Tes tulis

Unjuk kerja

Tes tulis

Tes tulis

-Membaca

nyaring

-Melengkapi

-Pilihan

ganda

-Uraian

-T/F

questions

-Read the text

aloudly and

clearly

-complete the

text using

correct

words!

-Choose the

correct

answer

-Answer the

following

questions

based on the

text!

-State

whether the

statements

are True or

False

2x40 menit

4x40 menit

-Buku teks yang relevan

-Gambar terkait tema dan

topic

-Koran/majalah

-internet

Kreatif

Inovatif

cermat

47

Kisi-Kisi Soal Bahasa Inggris

Sekolah : MTs Syamsul Ulum

Kelas/Semester : VIII/1

Bentuk Soal : PIlihan Ganda

Standar Kompetensi : Membaca

Memahami makna teks tulis fungsional dan essei pendek sederhana

berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.

Kompetensi Dasar :Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk descriptive dan recount.

Indikator Materi Tes Indikator Soal No

Soal

Menjawab

pertanyaan

tentang:

-makna gagasan

-makna tekstual

dalam teks

descriptive.

-Descriptive

-kosakata terkait

tema dan jenis

teks

Tema: 1.People

Reading

Menentukan ide utama dalam

sebuah paragraf

1

Menemukan informasi tersirat

dari sebuah teks

3

Menentukan pernyataan yang

tidak benar dari sebuah teks

2

Menemukan informasi detail dari

sebuah teks

4

Vocabulary

Menentukan synonym sebuah

kata

1,2,3,4

Menenetukan antonym sebuah

kata

11,12, 13

Menentukan arti sebuah kata 21,22, 23

2. Animals

Reading

Menyebutkan isi dari sebuah

paragrap

15, 25

Menemukan informasi detail dari

sebuah teks

14, 16,17,

19, 20,23,

26

Menentukan pernyataan yang

tidak benar

13

Menentukan pernyataan yang

benar dari sebuah teks

22

Menemukan ide utama dalam

sebuah teks

21, 24

Menyebutkan alasan dari sebuah

teks

Vocabulary

Menyebutkan arti sebuah kata 24,25, 26

Menentukan synonym sebuah

kata

5, 6, 7

Menentukan antonym sebuah kata 14,15, 16,

17

48

3. Places

Reading

Menemukan informasi

spesifik/detail dalam sebuah teks

6,8, 9, 27,

30

Menemukan informasi tersirat

dalam sebuah teks

28

Menemukan alasan dari sebuah

teks

29

Menemukan isi paragraf 5

Menemukan tujuan dari sebuah

teks

10

Menentukan pernyataan yang

tidak benar dari sebuah teks

7

Menentukan pernyataan yang

benar dari sebuah teks

12

Menentukan ide utama dari

sebuah teks

11

Vocabulary Menentukan synonym sebuah

kata

8, 9, 10

Menentukan antonym sebuah

kata

18, 19, 20

Menentukan arti sebuah kata

27,28, 29,

30

49

Name:

Try Out Vocabulary Test

Answer these questions by crossing a, b, c, or d!

A. Choose the synonym of the underline

word!

1. He is a kind person.

a. Nice c. Bad

b. Ugly d. Angry

2. Maria does not eat very much. She is

skinny woman.

a. Fat c. Small

b. Thin d. Big

3. Angie is smart boy.

a. Dumb c. Lazy

b. Intelligent d. Stupid

4. She is talkative girl.

a. No sound c. Dumb

b. Talking a lot d. Silent

5. My hamsters are so fluffy.

a. Scaly c. Slimy

b. Soft d. Crude

6. Elephant is gigantic animal.

a. Small c. Short

b. High d. Huge

7. Javan rhinoceros is comparatively small

and slender.

a. Big c. Large

b. Thin d. Thick

8. Bandung is well known by its clothes.

a. Unknown c. Old

b. Famous d. hidden

9. Tanah lot has a very lovely view.

a. Scenery c. Pura

b. Beach d. Rock

10. All guests came to the hotel yesterday.

a. Bed c. Inn

b. Stay d. Room

B. Choose the antonym of the underline

word!

11. Christine is a cheerful girl.

a. Sad c. Happy

b. Bad d. Good

12. Tomas has strong body.

a. Tall c. Weak

b. Thin d. Powerful

13. Mr. Brown is a generous man.

a. Kindly c. Sympathetic

b. Stingy d. Friendly

14. The crocodile is dangerous animal.

a. Important c. Safe

b. Funny d. Terrible

15. I have many domesticated animals.

a. Kind c. Wild

b. House d. Strong

16. The elephants are very noisy when the

visitors visit them.

a. Cry c. Laugh

b. Silent d. Smile

17. Giraffes have long necks.

a. Weak c. Short

b. Strong d. wide

18. The hotel was amazing.

a. Very good c. Wonderful

b. Bad looking d. Beautiful

19. The restaurant is located on the West of

the hotel.

a. East c. North

b. South d. South east

20. My school is near my house.

a. Long c. Away

b. Far d.Close

C. Choose the meaning of the underline word!

21. Mr. Bush is a bald person.

a. Someone who has no hair c. Someone whose his/her hair is shed

b. Someone who has straight hair d. Someone whose his/her hair is blonde

22. She is an attractive girl.

a. Someone who is good looking c. Someone who does not has a good body

50

b. Someone who performs in a stage d. Someone who has wicked planning

23. He is a calm person.

a. Peaceful and quite person c. Person whose her sound is loud

b. Person who are hasty d. Person who has bad plan.

24. Some of wild animals have horns.

a. The animal part that is on the bottom of their body

b. The animal part that is on their ear

c. The animal part that is on their head

d. The animal part that is on their body

25. I heard some barks last night.

a. Sounds that is created by dog c. Sounds that is created by cat

b. Sounds that is created by cow d. Sounds that is created by sheep

26. Female’ rhinoceroses are usually hornless.

a. Having many horns c. Having only one horn

b. Having two horns d. Having no horn

27. Paris is the capital of France.

a. The city that becomes a centre of government c. The isolation place

b. The special city d. Place shop

28. Papua is predominantly mountainous.

a. The area that is full of the mountains

b. The area that is located on the corner of this island

c. The area that has little of mountains

d. The area has many dusts

29. Bunaken Marine Park is such a treasure trove of biodiversity.

a. Group of people who live in the same area c. An unattractive piece of land

b. A group valuable or interesting thing d. An empty land

30. His palace is the ancient heritage.

a. Something that is very old c. Something that is sacred

b. Something that is sacred d. Something that is very good

51

Name:

Try Out Reading Test

Read these texts and answer the questions by crossing (X) the best answer!

Read this text, for 1-4!

My Grandmother

My Grandmother is a very gentle, loving, and caring person. She never raises her voice at

anyone. She has lived with me for as long as I can remember. She takes care of me when mom

and dad go to work.

My Grandmother is a very neat and tidy person. She has very dray grey heir which she

usually pulls up into a bun. She has dark brown eyes that twinkle whenever she sees me. I

hardly ever see them wet.

Grandmother likes to tell stories. She usually tells me brief stories of her childhood and

expresses them with her tired, old, wrinkled hands. Sometimes, she also tells story about my

Grandfather who has passed away. My dear grandmother always says good things about him.

She once told me that he was the nicest person she had ever met.

I really love my mother.

1. What is the main idea of the first paragraph?

a. The good impression about the writer’s grandmother

b. Hobby of the writer’s grandmother

c. The activity of the writer’s grandmother

d. The story about the writer’s grandfather

2. The following statements are true based on the text, EXCEPT…

a. Grandmother lives with the writer family c. Grandmother takes care of the writer

b. Grandmother is a nice and cheerful person d. Grandmother has dark brown face

3. Based on the text, what is the story that the grandmother told?

a. Her life right now c. A legend

b. Her childhood and her husband d. her carrier when she was young

4. What is about grandmother hair?

a. She has black hair c. She has white hair

b. She has very dry grey hair d. She has brown hair

Read this text for number 5-7!

Balekambang is a small village on the southern coast of East Java, seventy kilometers

past the town Malang, two hours drive from it to south. It is well-known for its long beautiful

white sandy beach as well as the similarity of its temple to Tanah Lot in Bali.

In Balekambang there are three small rocky islands namely Ismoyo Island, Wisanggeni

Island, and Anoman Island, which are surrounded by the seas as well. That is the Indonesian

Ocean whose huge waves frighten many overseas cruisers. Those names are taken from

“wayang” figures (Java traditional puppets).

52

5. What is the second paragraph about?

a. The location of Balekambang c. Balekambang and its beauty and location

b. How to go to Balekambang. d. Three small rocky islands in Balekambang

6. Where is Balekambang located?

a. In Tanah Lot Bali c. In Wisanggeni Island

b. On the southern coast of East Java d. In West Java

7. Which is the following NOT TRUE based on the text?

a. Balekambang is small village on the southern coast of East Java

b. Balekambang has huge waves that frighten many cruisers

c. Balekambang has not white sandy

d. Wisanggeni is one of the three small rocky island in Balekambang

Read this text for 8-12!

Bunaken National Marine Park

The Bunaken National Marine Park is located at the north of the island of Sulawesi,

Indonesia. This marine park is made up of the mainland along the coast of Manado and five

islands: the Bunaken, Manado Tua, Siladen, Mantehage, and Nain.

Bunaken is about 45-60 minutes by boat from Manado. It is the most amazing diving place

in the world. The waters of Bunaken National Park are extremely deep (1560 meters in Manado

Bay). However, people can dive safely at Bunaken. The temperature is about 270-29

0 Celcius.

Divers can find corals, fish, sponges, clams, and other sea species in the water. Bunaken has

about 60 kinds of corals and a thousand of fish species.

Bunaken Marine Park is such a treasure trove of biodiversity.

8. Where is Bunaken National Park located?

a. At the north of the Sulawesi island c. Around the world

b. Between Mantehage and Nain d. In Manado Tua

9. How is the water of Bunaken National Marine Park?

a. Deep but safe c. Safe and hot

b. Deep and cold d. Warm and shady

10. What is the purpose of the text?

a. To describe the Bunaken National Marine Park

b. To optimize the beauty of Bunaken National Marine Park

c. To persuade people to visit Bunaken National Marine Park

d. To prohibit people to come to Bunaken National Marine Park

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

a. The location of Bunaken

b. Bunaken is most amazing place for diving in the world

c. Species in the water of Bunaken island

d. Temperature in Bunaken

12. What is the following TRUE based on the text?

a. Bunaken is made up of the coast of Manado and three islands

b. Nain and Tangkuban Parahu is in Bunaken National Park

53

c. Bunaken has no kinds of corals

d. Divers can find the corals, sands and clams

Read this text for 13-17!

Nyet-Nyet the Monkey

The family next door has a monkey. It is the only monkey in my neighborhood. The owner

puts a long rope at this stomach and ties it to the guava tree in front yard. All the body is gray.

It is not so big. It is only around 50 cm tall. It is around 10 years old, but it is very active.

As many other monkeys, it likes bananas very much. It always peels the banana, and puts

the peel in the basket. The owner puts a basket under the guava tree. It also likes many other

fruits like papaya, oranges, or guava. However, it does not like peanuts. It likes biscuits,

instead. It also drinks a glass of milk every morning.

It likes hanging with its long tail on the branch of the tree. It jumps here and there. It is

tamed already. It is friendly to anyone. When somebody comes, it will jump on his feet, to

say “welcome.”

Sometimes the owner asks him to take some coconuts from the tree. It climbs very quickly.

It also selects the old coconut. After it gets down from the tree, the owner gives a banana as a

prize. Then it jumps to the owner’s shoulder and eats the banana. Sometimes, it also helps

collect the coconuts and put them on the cart.

13. Which is the following NOT TRUE based on the text?

a. There are many monkeys in the writer’s neighborhood.

b. The monkey likes to eat biscuits, papaya, oranges and guava.

c. It always says “welcome” to somebody comes

d. It always help the owner collect the coconut

14. Who does have monkey?

a. The writer c. The writer’s family

b. The writer’s neighbor d. The reader

15. What is the story about in the paragraph four?

a. The monkey eat coconut

b. The owner of the monkey gives some bananas

c. The monkey do not like to help its owner

d. The monkey helps its owner to take the coconut from the three

16. What kind of the foods that is liked by Nyet-nyet Monkey?

a. It likes bananas and peanuts c. It likes papaya, apple, and oranges

b. It likes bananas, papaya, oranges d.It likes biscuits, peanuts and a glass of milk

17. What is color of Nyet-nyet Monkey body?

a. All body is black c. It has black and white color

b. It has white tail and grey body d. All body is grey

Read this text for18-21!

Hi, friends. My name is Ivan. I live in a village in Central Java normal province. Living in

the village makes me easily find many kinds of animals. For that reason, I can see many

livestock like cows, buffaloes, goats, horses, ducks, chickens, and so on. I can also find pets like

54

cats, birds, dogs, rabbit, fish, and so on.

However, in this occasion, I want to tell you about ducks around me. Listen to me then.

You know that duck is a bird with waterproof feathers and webbed feet. They like to live in the

rivers, ponds, lakes, and watery area. So, they spend a lot of time in water where their webbed

feet serve as paddles for swimming or diving.

A lot of people in my village keep ducks because there are a lot of rivers and ponds there.

So, the owners can herd them in the rivers or ponds nearby. They raise the ducks for their meat

and eggs.

Well, that’s all for now. Now, it’s your turn to tell us about the other animals around us.

18. Why is it easy for Ivan to find animals?

a. Because he lives in a town c. Because he is citizen

b. Because he lives in a village d. Because he is in an urban area

19. How does a duck move in the water?

a. By using its webbed feet c. By using its waterproof body

b. With its wings d. With its peak

20. Where can the owners herd their ducks?

a. In the rice field c.In the fields nearby

b. In the mountains d. In the rivers or ponds nearby

21. What is the main idea of the 2nd

paragraph?

a. The story about ducks in the writer’s village

b. Ducks spend their time in the rivers

c. Many livestock in the writer’s village

d. A lot of people keep ducks

Read this text for 22-26!

JAVAN RHINOCEROS

Javan rhinoceros is one kind of the rare rhinoceroses in the world. It is comparatively

small and slender. It's about 1.7 meters high. Males have a single horn up to 10 inches in length.

Females are usually hornless. Like other kinds of rhinoceros, Javan rhinoceros eats grass and

spends most time in water.

Formerly the Javan rhinoceros lived in Myanmar, Indochina, the Malay Peninsula, Java,

and Sumatra. It's now relatively scarce. People hunted them for their horns. We only find them

in Ujungkulon, West Java now.

22. Based on the text, which one of the following statements is CORRECT?

a. Javan rhinoceros is very big

c. People hunted Javan rhinoceroses for their skin

b. Javan rhinoceroses are rare animals

d. Male Javan rhinoceroses are hornless

23. Where does rhinoceros spend their time?

a. In the grass c. In the land

b. In the water d. In the forest

24. What is the main idea of paragraph 2?

a. The place to play with rhinoceros c. The location where rhinoceros live

b. The activity of Rhinoceros d. The activity of hunting rhinoceros

55

25. What is the story about in first paragraph?

a. The characteristics of Javan rhinoceros c. The hobby of Javan rhinoceros

b. The characteristics of female rhinoceros d. The activity of Javan rhinoceros

26. Where did rhinoceros live?

a. Mynmar, Vietnam, Java, and Sumatra

b. Sumatra, Indochina, Myanmar, and Singapore

c. Myanmar, Indochina, Malay Peninsula, and Kalimantan

d. Sumatra, Malay Peninsula, Indochina, Myanmar, and Java

Read this text for 27-30!

Jakarta, formerly Batavia, is the capital and largest city of the Republic of Indonesia. It is

located on the northwest coast of Java Island at the mouth of the Ciliwung River. Jakarta

dominates Indonesia's administrative, economic, and cultural activities, and is a major

commercial and transportation hub within Asia. The climate is hot and humid. Rainfall occurs

throughout the year. The heaviest rainfall occurs from November to May. The city lies on a flat

and low plain. That is why flood disaster often happens during the periods of heavy rainfall.

Jakarta is a magnet for migrants from other areas of Indonesia; during the late 1980s an

estimated two hundreds and fifty migrants arrived daily.

At the 1990 census, DKI Jakarta had a population of 8,259,266. The 1997 population was

9,341,400. These figures do not include seasonal residents who may number more than1

million.

27. How is the climate in Jakarta?

a. Cool and fresh c. Hot and humid

b. Hot and fresh d. Cool and humid

28. Heavy rainfall possibly takes place in Jakarta on ….

a. December, January, February c .May, June, July

b. April, May, June d. June, July, August

29. Flood often happens in Jakarta, because ….

a. Jakarta is located on the northwest coast of Java Island.

b. Jakarta is the capital city.

c. Jakarta is high populated.

d. Jakarta lies on a flat low plain. .

30. How much do migrants arrive daily in Jakarta?

a. 250 migrants c. 200 migrants

b. 50 migrants d. 150 migrants

56

REKAP ANALISIS BUTIR

=====================

Rata2= 22.92

Simpang Baku= 2.79

KorelasiXY= 0.36

Reliabilitas Tes= 0.53

Butir Soal= 30

Jumlah Subyek= 36

Nama berkas: C:\USERS\SITI FATIMAH\DOCUMENTS\VOCABULARY.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0.00 Sangat Mudah NAN NAN

2 2 40.00 Mudah 0.454 Sangat Signifikan

3 3 20.00 Sangat Mudah 0.565 Sangat Signifikan

4 4 30.00 Sangat Mudah 0.503 Sangat Signifikan

5 5 20.00 Sangat Mudah 0.477 Sangat Signifikan

6 6 60.00 Sedang 0.431 Signifikan

7 7 40.00 Sangat Mudah 0.542 Sangat Signifikan

8 8 0.00 Sangat Mudah -0.005 -

9 9 0.00 Sangat Mudah -0.005 -

10 10 40.00 Sukar 0.405 Signifikan

11 11 60.00 Sedang 0.413 Signifikan

12 12 10.00 Sangat Mudah 0.054 -

13 13 30.00 Sedang 0.418 Signifikan

14 14 0.00 Sangat Mudah NAN NAN

15 15 40.00 Sedang 0.364 Signifikan

16 16 20.00 Sangat Mudah 0.163 -

17 17 0.00 Sangat Mudah NAN NAN

18 18 10.00 Sangat Mudah 0.425 Signifikan

19 19 70.00 Sedang 0.390 Signifikan

20 20 -10.00 Sangat Mudah -0.095 -

21 21 0.00 Sangat Mudah NAN NAN

22 22 10.00 Sukar 0.041 -

23 23 0.00 Sangat Mudah 0.125 -

24 24 50.00 Sedang 0.407 Signifikan

25 25 30.00 Sangat Mudah 0.502 Sangat Signifikan

26 26 20.00 Sangat Sukar 0.316 -

27 27 -20.00 Sangat Mudah -0.171 -

28 28 30.00 Mudah 0.342 -

29 29 50.00 Sukar 0.414 Signifikan

30 30 0.00 Sangat Mudah NAN NAN

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

57

REKAP ANALISIS BUTIR

=====================

Rata2= 17.08

Simpang Baku= 4.11

KorelasiXY= 0.44

Reliabilitas Tes= 0.61

Butir Soal= 30

Jumlah Subyek= 36

Nama berkas: C:\USERS\SITI FATIMAH\DOCUMENTS\Reading.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0.00 Sangat Mudah NAN NAN

2 2 40.00 Sedang 0.356 Signifikan

3 3 -10.00 Sedang -0.009 -

4 4 10.00 Sangat Mudah 0.379 Signifikan

5 5 30.00 Sangat Mudah 0.464 Sangat Signifikan

6 6 0.00 Sedang 0.030 -

7 7 20.00 Sedang 0.222 -

8 8 60.00 Mudah 0.503 Sangat Signifikan

9 9 80.00 Sedang 0.598 Sangat Signifikan

10 10 70.00 Sedang 0.558 Sangat Signifikan

11 11 90.00 Sedang 0.695 Sangat Signifikan

12 12 0.00 Sangat Sukar -0.029 -

13 13 0.00 Sangat Mudah NAN NAN

14 14 -50.00 Sukar -0.487 -

15 15 100.00 Sedang 0.775 Sangat Signifikan

16 16 0.00 Sangat Sukar NAN NAN

17 17 60.00 Sedang 0.490 Sangat Signifikan

18 18 70.00 Sedang 0.567 Sangat Signifikan

19 19 60.00 Sukar 0.523 Sangat Signifikan

20 20 70.00 Sukar 0.615 Sangat Signifikan

21 21 0.00 Sangat Sukar NAN NAN

22 22 0.00 Sangat Mudah NAN NAN

23 23 90.00 Sedang 0.720 Sangat Signifikan

24 24 0.00 Sangat Mudah NAN NAN

25 25 100.00 Sedang 0.798 Sangat Signifikan

26 26 20.00 Sedang 0.252 -

27 27 30.00 Mudah 0.357 Signifikan

28 28 40.00 Mudah 0.424 Signifikan

29 29 30.00 Sedang 0.090 -

30 30 0.00 Sangat Mudah NAN NAN

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

58

Name:

Vocabulary Test (instrument)

Answer these questions by crossing a, b, c, or d!

A. Choose the synonym of the underline

word!

1. Maria does not eat very much. She is

skinny woman.

a. Fat c. Small

b. Thin d. Big

2. Angie is smart boy.

a. Dumb c. Lazy

b. Intelligent d. Stupid

3. She is talkative girl.

a. No sound c. Dumb

b. Talking a lot d. Silent

4. My hamsters are so fluffy.

a. Scaly c. Slimy

b. Soft d. Crude

5. Elephant is gigantic animal.

a. Small c. Short

b. High d. Huge

6. Javan rhinoceros is comparatively small

and slender.

a. Big c. Large

b. Thin d. Thick

7. Bandung is well known by its clothes.

a. Unknown c. Famous

b. Old d. Very good

8. All guests came to the hotel yesterday.

a. Bed c. Inn

b. Stay d. Room

B. Choose the antonym of the underline

word!

9. Christine is a cheerful girl.

a. Sad c. Happy

b. Bad d. Good

10. Tomas has strong body.

a. Fat c. Weak

b. Thin d. Powerful

11. Mr. Brown is a generous man.

a. Kindly c. Sympathetic

b. Stingy d. Friendly

12. I have many domesticated animals.

a. Kind c. Wild

b. House d. Strong

13. The hotel was amazing.

a. Very good c. Wonderful

b. Bad looking d. Beautiful

14. The restaurant is located on the West of

the hotel.

a. East c. North

b. South d. South east

C. Choose the meaning of the underline word!

15. She is an attractive girl.

a. Someone who acts in the television

b. Someone who performs in a stage

c. Someone who does not has a good body

d. Someone who is good looking

16. Some of wild animals have horns.

a. The animal part that is on the bottom of their body

b. The animal part that is on their ear

c. The animal part that is on their head

d. The animal part that is on their body

17. I heard some barks last night.

a. Sounds that are created by dog

b. Sounds that are created by cow

59

c. Sounds that are created by cat

d. Sounds that are created by sheep

18. Female’ rhinoceroses are usually hornless.

a. Having three horns

b. Having two horns

c. Having only one horn

d. Having no horn

19. Papua is predominantly mountainous.

a. The area that has little of mountains

b. The area that is located on the corner of this island

c. The area that is full with the mountains

d. The area that is in the middle of mountain

20. Bunaken Marine Park is such a treasure trove of biodiversity.

a. Group of people who live in the same area

b. A group valuable or interesting thing

c. An unattractive piece of land

d. An empty land

60

Name:

READING TEST (instrument)

Read these texts and answer the questions by crossing (X) the best answer!

Read this text, for 1-2!

My Grandmother

My Grandmother is a very gentle, loving, and caring person. She never raises her voice at

anyone. She has lived with me for as long as I can remember. She takes care of me when mom

and dad go to work.

My Grandmother is a very neat and tidy person. She has very dray grey heir which she

usually pulls up into a bun. She has dark brown eyes that twinkle whenever she sees me. I

hardly ever see them wet.

Grandmother likes to tell stories. She usually tells me brief stories of her childhood and

expresses them with her tired, old, wrinkled hands. Sometimes, she also tells story about my

Grandfather who has passed away. My dear grandmother always says good things about him.

She once told me that he was the nicest person she had ever met.

I really love my mother.

1. The following statements are true based on the text, EXCEPT…

a. Grandmother lives with the writer family c. Grandmother takes care of the writer

b. Grandmother is a nice and cheerful person d. Grandmother has dark brown face

2. What is about grandmother hair?

a. She has black hair c. She has white hair

b. She has very dry grey hair d. She has brown hair

Read this text for number 3-4!

Balekambang is a small village on the southern coast of East Java, seventy kilometers

past the town Malang, two hours drive from it to south. It is well-known for its long beautiful

white sandy beach as well as the similarity of its temple to Tanah Lot in Bali.

In Balekambang there are three small rocky islands namely Ismoyo Island, Wisanggeni

Island, and Anoman Island, which are surrounded by the seas as well. That is the Indonesian

Ocean whose huge waves frighten many overseas cruisers. Those names are taken from

“wayang” figures (Java traditional puppets).

3. What is the second paragraph about?

a. The location of Balekambang c. Balekambang and its beauty and location

b. How to go to Balekambang. d. Three small rocky islands in Balekambang

4. Which is the following NOT TRUE based on the text?

a. Balekambang is small village on the southern coast of East Java

b. Balekambang has huge waves that frighten many cruisers

c. It is about seventeen kilometers past town Malang

d. Wisanggeni is one of the three small rocky island in Balekambang

61

Read this text for 5-9!

Bunaken National Marine Park

The Bunaken National Marine Park is located at the north of the island of Sulawesi,

Indonesia. This marine park is made up of the mainland along the coast of Manado and five

islands: the Bunaken, Manado Tua, Siladen, Mantehage, and Nain.

Bunaken is about 45-60 minutes by boat from Manado. It is the most amazing diving place

in the world. The waters of Bunaken National Park are extremely deep (1560 meters in Manado

Bay). However, people can dive safely at Bunaken. The temperature is about 270-29

0 Celcius.

Divers can find corals, fish, sponges, clams, and other sea species in the water. Bunaken has

about 60 kinds of corals and a thousand of fish species.

Bunaken Marine Park is such a treasure trove of biodiversity.

5. Where is Bunaken National Park located?

a. At the north of the Sulawesi island c. Around the world

b. Between Mantehage and Nain d. In Manado Tua

6. How is the water of Bunaken National Marine Park?

a. Deep but safe c. Safe and hot

b. Deep and cold d. Warm and shady

7. What is the purpose of the text?

a. To describe the Bunaken National Marine Park

b. To optimize the beauty of Bunaken National Marine Park

c. To persuade people to visit Bunaken National Marine Park

d. To prohibit people to come to Bunaken National Marine Park

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

a. The location of Bunaken

b. Bunaken is most amazing place for diving in the world

c. Species in the water of Bunaken island

d. Temperature in Bunaken

9. What is the following TRUE based on the text?

a. Bunaken is made up of the coast of Manado and three islands

b. Nain and Tangkuban Parahu is in Bunaken National Park

c. People cannot dive safely in Bunaken

d. Divers can find the corals, sponges and clams in Bunaken

Read this text for 10-12!

Nyet-Nyet the Monkey

The family next door has a monkey. It is the only monkey in my neighborhood. The owner

puts a long rope at this stomach and ties it to the guava tree in front yard. All the body is gray.

It is not so big. It is only around 50 cm tall. It is around 10 years old, but it is very active.

As many other monkeys, it likes bananas very much. It always peels the banana, and puts

the peel in the basket. The owner puts a basket under the guava tree. It also likes many other

fruits like papaya, oranges, or guava. However, it does not like peanuts. It likes biscuits,

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instead. It also drinks a glass of milk every morning.

It likes hanging with its long tail on the branch of the tree. It jumps here and there. It is

tamed already. It is friendly to anyone. When somebody comes, it will jump on his feet, to

say “welcome.”

Sometimes the owner asks him to take some coconuts from the tree. It climbs very quickly.

It also selects the old coconut. After it gets down from the tree, the owner gives a banana as a

prize. Then it jumps to the owner’s shoulder and eats the banana. Sometimes, it also helps

collect the coconuts and put them on the cart.

10. Who does have monkey?

a. Our neighboor c. The writer’s family

b. The writer d. The writer’s neighbor

11. What is the story about in the paragraph four?

a. The monkey eat coconut

b. The owner of the monkey gives some bananas

c. The monkey does not like to help its owner

d. The monkey helps its owner to take the coconut from the three

12. What is color of Nyet-nyet Monkey body?

a. All body is black c. It has black and white color

b. It has white tail and grey body d. All body is grey

Read this text for13-15!

Hi, friends. My name is Ivan. I live in a village in Central Java normal province. Living in

the village makes me easily find many kinds of animals. For that reason, I can see many

livestock like cows, buffaloes, goats, horses, ducks, chickens, and so on. I can also find pets like

cats, birds, dogs, rabbit, fish, and so on.

However, in this occasion, I want to tell you about ducks around me. Listen to me then.

You know that duck is a bird with waterproof feathers and webbed feet. They like to live in the

rivers, ponds, lakes, and watery area. So, they spend a lot of time in water where their webbed

feet serve as paddles for swimming or diving.

A lot of people in my village keep ducks because there are a lot of rivers and ponds there.

So, the owners can herd them in the rivers or ponds nearby. They raise the ducks for their meat

and eggs.

Well, that’s all for now. Now, it’s your turn to tell us about the other animals around us.

13. Why is it easy for Ivan to find animals?

a. Because he lives in a town c. Because he is citizen

b. Because he lives in a village d. Because he is in an urban area

14. How does a duck move in the water?

a. By using its webbed feet c. By using its waterproof body

b. By its wings d. By its peak

15. Where can the owners herd their ducks?

a. In the rice field c.In the fields nearby

b. In the mountains d. In the rivers or ponds nearby

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Read this text for 16-17!

JAVAN RHINOCEROS

Javan rhinoceros is one kind of the rare rhinoceroses in the world. It is comparatively

small and slender. It's about 1.7 meters high. Males have a single horn up to 10 inches in length.

Females are usually hornless. Like other kinds of rhinoceros, Javan rhinoceros eats grass and

spends most time in water.

Formerly the Javan rhinoceros lived in Myanmar, Indochina, the Malay Peninsula, Java,

and Sumatra. It's now relatively scarce. People hunted them for their horns. We only find them

in Ujungkulon, West Java now.

16. Where does rhinoceros spend their time?

a. In the grass c. In the land

b. In the water d. In the forest

17. What is the story about in first paragraph?

a. The characteristics of Javan rhinoceros c. The hobby of Javan rhinoceros

b. The characteristics of female rhinoceros d. The activity of Javan rhinoceros

Read this text for 18-20!

Jakarta, formerly Batavia, is the capital and largest city of the Republic of Indonesia. It is

located on the northwest coast of Java Island at the mouth of the Ciliwung River. Jakarta

dominates Indonesia's administrative, economic, and cultural activities, and is a major

commercial and transportation hub within Asia. The climate is hot and humid. Rainfall occurs

throughout the year. The heaviest rainfall occurs from November to May. The city lies on a flat

and low plain. That is why flood disaster often happens during the periods of heavy rainfall.

Jakarta is a magnet for migrants from other areas of Indonesia; during the late 1980s an

estimated two hundreds and fifty migrants arrived daily.

At the 1990 census, DKI Jakarta had a population of 8,259,266. The 1997 population was

9,341,400. These figures do not include seasonal residents who may number more than1

million.

18. How is the climate in Jakarta?

a. Cool and fresh c. Hot and humid

b. Hot and fresh d. Cool and humid

19. Heavy rainfall possibly takes place in Jakarta on ….

a. December, January, February c .May, June, July

b. April, May, June d. June, July, August

20. Flood often happens in Jakarta, because ….

a. Jakarta is located on the northwest coast of Java Island

b. Jakarta is the capital city

c. Jakarta is the full city

d. Jakarta lies on a flat low plain

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