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A STUDY ON STUDENTS VOCABULARY SUFFICIENCY
IN READING ENGLISH TEXTBOOK AT SMA N BANYUMAS
A Thesis
Submitted to English Department as a partial fulfillment
of the Requirement for S.Pd Degree
Yeyen Jayanti
0801050205
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
2010
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CHAPTER I
INTRODUCTION
A. The Background of The Research
The objective of English language teaching in secondary school is to
develop the students English skills which cover reading skill, listening skill,
speaking skill, and writing skill. Those skills are supported by language
elements, such as: structure, vocabulary, pronunciation, and spelling. The skills
and the language elements are not taught separately, but they thought integrately.
One of the important skills in language is reading.
Reading plays a very important role in our life. Through reading we can
develop our creativity and critical thinking. Thus, it ensures that we will be able
to think and make good decisions for ourselves. Besides, we will know new
things and have ability to broaden our interest.
According to Finocchiaro (1974: 77) reading is getting meaning from
printed or written material. To students, reading is also something crucial and
indispensable, since the success of their study depends on a quarter part of their
ability to read. If their reading skill is poor, they will have difficulty in getting
the meaning of it. Moreover, they are very likely to fail in their study. On the
other hand, if they have a good reading ability, they will have a better chance to
succeed in their study at school.
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One of the important factors in reading is vocabulary. Rubin (1982: 1)
stated that vocabulary development is an essential factor in reading
comprehension. A good vocabulary and good reading go hand in hand. Although
we know the meaning of the words, it doesnt mean that we understand the
whole text.
Vocabulary refers to a list or a set of words for a particular language or a
list or set of words that individual speakers of a language might use (Hatch,
1995: 1). Learning vocabulary is one of the first steps of learning a second
language. A vocabulary usually grows and evolves with age, and serves as a
useful and fundamental tool for communication and acquiring knowledge. Hatch
(1995: 369) in her bookVocabulary, Semantics, and Language Education notes
that High School students studying English in Spain are introduced to 800-1,000
English words in first year EFL class, 1,700-2,000 more in second year classes,
and another 2,500-3,000 in third year. In three years they might acquire, at most,
6,000 words in English. Then they can expand their vocabularies by reading,
playing word games, participating in vocabulary programs, etc.
Understanding the meaning of whole text is very important. According to
Aziez (2008: 24) students need to know at least 95% of the running words in
text. It means that on average only one word in twenty words will be unfamiliar
for them. In other words, if they know less than 95% of the total words in a text,
they will get problem in comprehension, as they have no enough words to guess
meaning from the unfamiliar words.
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Because of the reasons above, the writer is interested in making such an
observation to know the students vocabulary sufficiency in reading English
textbook in SMA N Banyumas. By doing this research, we can get the
description whether they have a good competence in reading textbook or not.
B. Reason for Choosing the Topic
The researcher had some reasons to choose the topic those are:
1. Reading is one of the main problems confronted by every one who
learn English as foreign language like in Senior High School. Without
knowing the vocabulary, students can not understand the text well.
2. To understand the whole text meaning, students should know
minimally 95% of the running words in text. Hence, the writer wants
to know how is students vocabulary sufficiency in SMA N Banyumas.
C. Problem of the Research
The problem of the research is stated by the following question:
1. How is the students vocabulary sufficiency in reading English
textbook (Erlangga) at SMA N Banyumas?
2. What vocabulary gave problems to the students?
D. The Aim of the Research
Based on the problem above, the aim of the study are:
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1. Knowing the students vocabulary sufficiency in reading English
textbook at SMA N Banyumas.
2. Knowing the kind of vocabulary giving problems to students.
E. The Contribution of the Research
The contributions that are produced from the research on students
vocabulary sufficiency in reading English textbook as follows:
1. For the students
It is used to measure their vocabulary sufficiency in reading English
textbook, so they can know how is their vocabulary sufficiency in
reading.
2. For teacher
By knowing the students vocabulary sufficiency, the teacher can choose
an appropriate task in teaching reading.
F. Clarification of Terms
The title of this research is A Study on Students Vocabulary Sufficiency
in Reading English Textbook at SMA N Banyumas
1. Vocabulary Sufficiency
Hornby (2000: 1506) states that vocabulary is the total number of
words that make up the language. Vocabulary refers to a list or a set of
words for particular language or a list or a set of words that individual
speaker of a language might use (Hatch, 1995: 1). In this case, vocabulary
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is a set of words that individual speaker of language might use in
understanding the text.
In Oxford Advance Learners Dictionary (2000, 1353), it is written
that Sufficiency is an amount that is enough for particular purpose.
Vocabulary Sufficiency is amount of words that is enough to
understand the meaning of text.
2. Textbook
In Oxford Advance Learners Dictionary (2000, 1397), it is written
that Textbook is a book that teaches a particular subject and that is used
especially in school and collages. The writer used Look Ahead An
English Course for Senior High School Students Year X, XI, and XII that
published by Erlangga as the material in collecting the data.
G. Limitation of the Study
The title of this study is A Study on Students Vocabulary Sufficiency in
Reading English Textbook at SMA N Banyumas. It means an activity of gaining
knowledge to measure ability of the students in their vocabulary sufficiency in
reading English textbook. The writer chooses a text which is produced by
Erlangga.
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CHAPTER II
THEORETICAL REVIEW
A. Vocabulary
1. Definition of Vocabulary
As mentioned at the previous chapter that vocabulary is one part of
language, which is important to be learnt. Vocabulary means a total number of
words which (with rules for combining it then) make up language (Hornby,
2000: 1506). In line with him, Hatch (1995: 1) writes that vocabulary refers to
a list or set of words for a particular language or a list or set of words that
individual speakers of language might use.
From those definitions above, it can be concluded that vocabulary is
one of important language elements that learnt by the students in order to
communicate whether orally or written.
2. The Importance of Vocabulary
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Vocabulary, much more than grammar, is the key of understanding
what we hear and read; and communicating successfully with other people. For
this reason it is very important for us to build up quickly a large store of words.
Rivers in Nunan (1991: 117) argued that the acquisition of an adequate
vocabulary is essential for the success of mastering, because without an
extensive vocabulary, we will be unable to use structure and function. We may
have learned for comprehensible communication. It forms an opinion that the
development of a rich vocabulary is an important element in learning a second
language.
Vocabulary has important role in making up a language. It is clear that
with good vocabularies, someone can do the communication well. Without it
someone will be unable to show his or her ideas and give massage to another.
According to Finocchiaro (1974: 73) the important of meaning has
gained increasing currency in the last few years. Everything that has been said
to this point presupposes a primary vocabulary. Messages between speakers
and listeners must include meaningful words, a content of shared referents,
shared experiences, and shared culture.
Vocabulary is very important for the students, so they are hoped to
master some skills such as reading, writing, speaking, and listening in what the
speaker said. Vocabulary can help the students or the learners by the time the
whole child enter school, he/ she has acquired a considerable understanding of
a large number of words. Vocabulary is used in reading activity and it will be
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developed a consciousness to use the words and the meaning of words well.
The basic of vocabulary is the development in using new word and meaning.
3. Vocabulary Sufficiency
At the beginning level we should concentrate on the function words and
the more frequently used vocabulary items which are needed to give practice in
the basic structures and sounds of the language. Precedence, however, should
be given to the vocabulary which is intimately related to the environment and
experiences of the students. Even though the major concern may seem to be
with sounds and syntax, a store of content words from everyday life situations
can make practice of the structures much more interesting to the students.
There is no one know how many new words can be thought in one
lesson. According to Finnochiaro (1974: 73) children of eight or nine may
learn four or five new words, children of ten or eleven may learn seven or eight
new words; secondary school students may learn fifteen to twenty new words;
while highly motivated university students may absorb thirty or more words
new words. Based on Hatch in her bookVocabulary, Semantics, and Language
Education notes that High School students studying English in Spain are
introduced to 800-1,000 English words in first year EFL class, 1,700-2,000
more in second year classes, and another 2,500-3,000 in third year (Hatch:
1995; 369). In three years they might acquire, at most, 6,000 words in English.
Then they can expand their vocabularies by reading, playing word games,
participating in vocabulary programs, etc.
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Based on the statement above, they have different opinion of amount of
children sufficiency in reading. This different may be caused by the difference
in the conception of word or different method in vocabulary counting.
According to Aziez (2008: 24) in understanding the meaning of whole
text, students need to know 90 - 95% of the running words in text so they can
guess meaning from the unfamiliar words. Its supported by Newmark (1988:
151) in his bookA Textbook of Translation stated that technical translation is
primarily distinguished from other forms of translation by terminology,
although terminology usually only makes up about 5 10% of a text.
This percentage of vocabulary knowledge in a running text seems out
of question, since most vocabulary research uses it as a criterion when referring
reading. However, the question of how many words make up the 95% is still
controversy.
Fox in Nunan (1991: 118) stated the reader who only possesses Wests
2,000 words will find the text practically incomprehensible, and he argues that
learners who want to comprehend such material need a much more extensive
receptive vocabulary. Receptive words are those which readers understand but
which they do not necessarily use.
Some researchers claim that for various languages the 5,000 most
frequent words (or 3,000 word families) yield coverage of 90% to 95% of the
word tokens in average texts. In other words, with the knowledge of 5,000
most frequent words at disposal readers can comprehend general texts
successfully. This has been claimed, for instance, for Russian, French, English,
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and Dutch (Hazenberg in Aziez, 2008: 24). Some others believe that the
vocabulary size of 14,000 covers 95% of the tokens (all the words which
appear in a text) in a running text. The gap between 5,000 and 14,000 is of
course not a trivial one. This discrepancy may be caused by the difference in
the conception of word or by the method of measuring vocabulary size.
Aziez (2008: 24) states there are two categories of students
sufficiency:
a. Students who cover at least 95% are sufficient in reading a text
b. Students who know less 95% are not sufficient.
B. Reading Skill
Reading is a process that has been done and used by readers to get
information or message from the writer of text or passage or other written
language. By reading, the students enlarge their point of view of their
atmosphere and knowledge. Nevertheless, it is often difficult to convince
students of English as a foreign language that the text in English can be
understood even though there are vocabulary items and structures the students
have never seen before.
Briefly, it can be said that reading in a foreign language consists of
grasping meaning in that language through its written representation (Lado,
1977: 223). From the statement above we can get useful things which are used in
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daily life. For example we read an advertisement, newspaper, science and
technology book, story etc.
Dealing with reading skill, the following are some basic theories of
reading skill:
1. The Nature of Reading Skill
Many people will recall with distaste the basic primer with their highly
improbable stories which were used to develop early literacy skills. Basically
reading is a matter of decoding a series of written symbols into their aural
equivalents. Cambourne in Nunan (1991: 64) provides the following
illustration of how the process is supposed to work:
Print Every letter phonemes and graphemes matched
Meaning Pronunciation Blending
According to this model, the reader processes each letter as it is encountered.
These letters, or graphemes, are matched with the phonemes of the language,
which it is assumed the reader already knows. These phonemes, the minimal
units of meaning in the sound system of the language, are blended together to
form words. The derivation of meaning is thus the end process in which the
language is translated from one form of symbolic representation to another.
The act of reading has become an unconscious activity; its processes
were stored in a type of memory called implicit or unconscious memory. In the
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beginning, every step was a conscious process that had to be learned.
Eventually, with a great deal of practice, reading gradually becomes a
seamless, automatic activity carried out by the brain without conscious
awareness. As with any task that has reached the point of being automatic.
2. The Process of Reading
Reading should not be separated from the other skills. There are few
cases in real life when we do not talk or write about what we have read or
when we do not relate what we have read to something we might have heard. It
is therefore important, to link the different skills through the reading activities.
According to Grellet (1981: 6) there are some skills that can be linked to
reading:
a. Reading and writing, e.g. summarizing, mentioning what you have read in a
letter, note-making, etc.
b. Reading and listening, e.g. comparing an article and a news-bulletin, using
recorded information to solve a written problem, matching opinions and
texts, etc.
c. Reading and speaking, e.g. discussion, debates, appreciation, etc.
In the line of him, Nunan (1991: 70) also states in his bookLanguage
Teaching Methodology that reading is a dynamic process in which the text
elements interact with other factors outside the text; in this case most
particularly with the readers knowledge of the experiential content of the text.
This suggests that there is a need to relate the language being taught to the
context which carries it.
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3. Reading Textbook
In reading we shouldnt read the whole of book or text, but we can
read some of it to get specific information. In this part, the writer will discuss
about the definition of textbook and technique in reading textbook.
a. The Definition of Textbook
Linguists define the word text as a stretch of connected spoken or
written language which is capable of being discussed and analyzed as a
single entity (Eyres, 2004: 112).
In Oxford Advance Learners Dictionary (2000, 1397), it is written
that textbook is a book that teaches a particular subject and that is used
especially in school and collages.
From the definition above, it can be concluded that textbook is a
book used for particular subject in educational program.
b. The Technique in Reading Textbook
There are many steps in reading that could help the reader in
understanding the text. According to Kamil (1982: 77) the technique called
as SQ3R (Survey, Question, Read, Recite, and Review). SQ3R is a
procedure of study with systematic and efficient strategy that promotes
independent study skills. The important of SQ3R technique as follows:
1) Survey
Skim or preview the passage to gain a general understanding of the
chapter. The survey of passage provides the student can predict and
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think about what the next will contain or help the students brain begin
to focus on the topic of passage.
2) Question
Locate each boldface heading in the passage and turn into a question.
This step provides more detailed study of the passage and provides a
purpose for reading passage.
3) Read
As soon as the questions are formulated, read to locate the answer. The
student gets information from the passage and comprehends the
passage effectively.
4) Recite
Pause and review the answer to the question. Outline or underline the
important passage was written in the brief notes in a notebook for later
review and study. Reciting the passage as you go retains your mind to
concentrate and learn as it reads.
5) Review
Reread that section of the chapter to refresh your memory, recite the
answer after you have written it down and then continue your review
process. Review provides another opportunity for repetition of the
passage.
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Another technique was stated by Mifflin (2003: 2) in the article
Reading Your Textbook, there are sure ways to read a textbook;
1) You should begin by surveying what you are about to read. Look at
the major heading, the charts and pictures, read the summary, study
the review questions. In addition, search your memory for anything
you already know about what your assigned reading. The more you
know about what youre reading, the easier it will be to process it into
your long-term memory.
2) Read only one paragraph at a time, and before you begin to read that
paragraph look for a reason to read the paragraph. Use clues such as
the heading or topic sentence. Do not mark as your read.
3) When you finish the paragraph, put yourself in the position of your
professor. What test question will ask you from the paragraph?
Actually write that question in the margin of your textbook.
4) Now mark the answer to the question by underlining, numbering,
boxing, circling, etc.
5) Want to make sure you always do well on pop quizzes and cut down
on study time for major tests. Put this information in your long-term
memory now by covering the text and asking yourself the question
written in the margin.
6) Recite the answer in your own words.
7) You are now ready to read the next paragraph in your textbook.
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Besides that technique, Gray (1956: 44) stated there are certain
facts relating to the behavior of the eyes in reading have been ascertained by
observation and the use of various devices.
1) The eyes move from left to right along line, by short, quick movement
and pauses, followed by a rapid return sweep from the end of one line
to the beginning of the next.
2) The eyes pause, as a rule, from 4 to 10 times along a line of ordinary
length. The first pause is a short distance from the beginning of the
line, and the last pause somewhat farther from the end of the line.
3) Individuals vary widely in the number of pauses made in reading
specific passages and, as a result, in their speed of reading. The
amount read in a given period by some persons is as much as five or
more times that read by others.
4) The number of pauses made by the same reader varies widely
according to familiarity with the materials, their difficulty and interest.
5) A mature reader makes a relatively small number of pauses per line
when reading simple material and proceeds line after line in about the
same number. With difficult passages, the number of pauses per line
may be much greater.
Based on the technique above, reader or student can choose a
technique or combine it. Therefore they had an appropriate technique for
themselves.
C. Basic Assumption
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In understanding the meaning of whole text, students need to know at
least 95% of the running words in text. It means that on average only one
word in twenty words will be unfamiliar for them. In other words, if they
know less than 95% of the total words in a text they will be in comprehension
problem, as they have no enough words to guess the meaning from the
unfamiliar words. Students who cover at least 95%, they have vocabulary
sufficiency in reading a text. On the other hand, students who know less 95%,
they did not have vocabulary sufficiency.
CHAPTER III
RESEARCH METHODOLOGY
Researcah methodology is one important part of the scientific activities.
The research can be caried out whereever we want to observe and get the answer
to the problem that we want to solve. The problem of this research are how is
students vocabulary sufficiency in reading English textbook and what vocabulary
gave problems for the students . In getting the answer of the research problem
above the writer uses descriptive quantitative. It means, the writer want to
describe students vocabulary sufficiency.
A. Time and Place of The Research
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The research had done in December 2009 until March 2010 and conducted at
SMA N Banyumas, accademic year 2009/2010. To make it clearer, we can
see the time schedule in the table below.
No Month
Activity
Dec
2009
January
2010
February
2010
March
2010
1. Making proposal
2 Making instrument
3 Having seminar
4 Collecting data
5 Analyzing data
6 Making a report
B. Subject of the Research
1. Population
Arikunto (2002: 108) says that population is the entire subject of
the research. Population does not only mean person or human being but it
can be animals or things as well.
The population of this research is the students of SMA N
Banyumas in academic year 2009/2010. It consists of three levels; they are
tenth, eleventh, and twelfth grade. The complete data can be seen as
follow.
Class Male Female Total
X 125 163 288
XI 117 198 315
XII 96 175 271
2. Sample
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Sample means a part of the investigated individual that represents
the whole population (Arikunto, 2002: 109) according to Arikunto if the
subject less than 100, it is better for the researcher to take all of the
subject. But if the population is more than 100, researcher will take 10% -
15% or 20% - 25% or more depending on the situation.
In this research, the writer randomly choosed 20% of the students
or chooses several of students from each grade. The writer took 36
students for tenth grade students, 38 students for eleventh grade students,
36 students for twelfth grade students.
3. Sampling technique
Sampling technique is a way that is used by the writer to take the
sample of the research. The sample must be representing the population.
There are many sample techniques used in investigation. There are random
sampling, stratified sampling, area probability sampling, purposive
sampling, quote sampling, cluster sampling, proportional sampling, and
double sampling techniques (Arikunto, 2002: 111).
The writer chose random sampling in this research. The writer
decided to take several of students for each level and took the class
randomly. The steps in random sampling as followed:
1. The writer counted amount of all students in SMA N Banyumas,
2. The students were classified based on their level or grade (X, XI, XII)
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3. The writer randomly chose several of students for each grade as
sample in this research.
C. Technique for Collecting the Data
The writer used objective test to know the level of students vocabulary
sufficiency in reading English textbook. Arikunto (2002: 127) explains that a
test is a sequence of questions or exercise or other tools, which are used to
measure knowledge, intelligence or talent of individual or group.
The instrument of the test was translation tests. Translation tests were
used to measure general achievement in foreign language, to give final grades
in language courses, as a measure of proficiency to determine entrance in
schools that require a foreign language (Lado, 1977: 32). Students had task
then found the Indonesian translation or equivalents for the test words. Their
answer should be based on the accompanying text, from which the test words
were taken out.
According to Aziez (2008: 24) there were four criteria for the test word
choice. These criteria were:
1. They were not proper name; not name of a particular person, place, etc,
written in capital letter.
2. They were not function words; not article, preposition, modal.
3. They were content words.
4. They were not familiar words; like book, pen, house, etc.
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The material was taken from Look Ahead An English Course for Senior
High Scholl Students Year X, XI, XII that published by Erlangga. In making
the test, we could see the procedures below:
1. The writer chose a text in Erlangga English textbook for Senior High
School in Tenth, Eleventh, and Twelfth grade,
2. The words (for each text) were counted,
3. The writer put a part of the story that minimally consist of 150 words and
maximally consist of 200 words,
4. The words were ordered alphabetically,
5. The words that appear more than one times were deleted or the writer
counted one time for one words,
6. The words were separated based on their group like proper name, function
words, and content words,
7. Based on the criteria above, the writer used content words,
8. The content words were separated whether it was familiar or not,
9. The writer used unfamiliar content words as the testing words.
After getting words that suitable with those criteria, the writer gave the
test for the students. The writer took The Gift text as the title for students in
tenth grade. Based on that text, we had 164 total words, 106 words as without
repeated words (tokens), and 51 words as testing words. For eleventh grade
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students, we had The Stronger Man as the title that consists of 188 total
words, 83 words as tokens, and 52 testing words. The last for twelfth grade
students, we had Halloween as the title. It had 169 as the total words, 100
words as tokens, and 63 words as test words.
D. Technique for Analyzing Data
In analyzing the data, the writer found students level mastery on the
vocabulary sufficiency in reading English textbook. The writer measured the
students individual sufficient of vocabulary in reading English textbook. This
technique was used to find out how was the mastery of the student vocabulary
in reading English textbook. In using the percentage score descriptive analysis,
the writer followed procedures, they were:
1. Making a list of score obtained by the students.
2. Counting the total score.
3. Counting the percentage of correct replies used:
Pc =n
fcx 100 %
Where:
Pc = Percentage of the correct answers.
fc = the frequency of the correct answer of each students.
n = testing words
4. Counting the percentage of wrong replies used:
Pw =
n
fwx 100 %
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Where:
Pw = Percentage of the correct answers.
fw = the frequency of the wrong answer of each students.
n = testing words
5. Counting the percentage of total wrong answer used:
Ps =t
fwx 100 %
Where:
Ps = Percentage of the total wrong answers.
fw = the frequency of the wrong answer of each students.
t = total words without repeated / tokens.
6. Counting the percentage of total correct answer used:
`Pp = 100 % - Ps
Where:
Pp = Percentage of the total correct answers.
100% = a total percentage
Ps = Percentage of total wrong answers
7. Counting summary or total score by added the data for each column.
8. Counting mean by:
x
M =
N
Where:
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M : mean
x : the total score
N : the number of students
Here was the table that was used in measuring the students individual
ability:
Resp
No
Correct
Replies
Wrong
Replies
% of
Cor Rep
% of
Wr Rep
% W>
TOKEN
% P >
TOKEN1
2
SUM
MEAN
Where:
% of Cor Rep : percentage of correct replays
% of Wr Rep : percentage of wrong replays
% W > TOKEN : percentage of wrong replays against the token
% P > TOKEN : percentage of the proportion of knowledge against
the token
TOKEN : all the words that appear in text (without repeated
words)
After getting the result, the writer separated the result into two
categories. There were two categories of students sufficiency:
1. Students who covered at least 95% had vocabulary sufficiency in reading a
text
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2. Students who knew less 95% did not have vocabulary sufficiency.
CHAPTER IV
RESULT AND DISCUSSION
A. Result of The Study
1. Result of Students Vocabulary Sufficiency
The results of students vocabulary sufficiency of reading English
textbook consist of three categories. They are the result from tenth,
eleventh, and twelfth grade.
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a. Result of Tenth Grade Students in Vocabulary Sufficiency
After analyzing the data of tenth grade students in vocabulary
sufficiency, the writer got the result that is shown in table 1 below:
Table 1
Test Result of Tenth Grade Students
Numb Correct
Replies
Wrong
Replies
% of
Cr Rep
% of
Wr Rep
% W >
TOKEN
% P >
TOKEN
1 42 9 82,4 17,6 8,5 91,5
2 41 10 80,4 19,6 9,4 90,6
3 40 11 78,4 21,6 10,4 89,6
4 40 11 78,4 21,6 10,4 89,4
5 39 12 76,5 23,5 11,3 88,7
6 39 12 76,5 23,5 11,3 88,7
7 39 12 76,5 23,5 11,3 88,7
8 38 13 74,5 25,5 12,3 87,7
9 38 13 74,5 25,5 12,3 87,7
10 38 13 74,5 25,5 12,3 87,7
11 38 13 74,5 25,5 12,3 87,712 38 13 74,5 25,5 12,3 87,7
13 38 13 74,5 25,5 12,3 87,7
14 37 14 72,5 27,5 13,2 86,8
15 37 14 72,5 27,5 13,2 86,8
16 37 14 72,5 27,5 13,2 86,8
17 37 14 72,5 27,5 13,2 86,8
18 37 14 72,5 27,5 13,2 86,8
19 37 14 72,5 27,5 13,2 86,8
20 36 15 70,6 29,4 14,2 85,8
21 36 15 70,6 29,4 14,2 85,822 36 15 70,6 29,4 14,2 85,8
23 36 15 70,6 29,4 14,2 85,8
24 36 15 70,6 29,4 14,2 85,8
25 36 15 70,6 29,4 14,2 85,8
26 36 15 70,6 29,4 14,2 85,8
27 36 15 70,6 29,4 14,2 85,8
28 35 16 68,6 31,4 15,1 84,9
29 35 16 68,6 31,4 15,1 84,9
30 35 16 68,6 31,4 15,1 84,9
31 35 16 68,6 31,4 15,1 84,9
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32 34 17 66,7 33,3 16 84
33 34 17 66,7 33,3 16 84
34 33 18 64,7 35,3 17 83
35 33 18 64,7 35,3 17 83
36 32 19 62,7 37,3 18 82
SUM 1324 512 2595,8 1004,2 483,51 3116,2
MEAN 36,7 14,2 72,1 27,9 13,4 86,6
Based on the table above, it can be known that the highest score of
students vocabulary sufficiency at tenth grade is 91,5% while the
lowest score is 82%. Then the mean of students vocabulary
sufficiency is 86,6%. It means that tenth grade students do not fulfill
the requirement of vocabulary sufficiency (the minimum score of
vocabulary sufficiency is 95%)
b. Result of Eleventh Grade Students in Vocabulary Sufficiency
The result of students vocabulary sufficiency for eleventh grade
students can be seen in table 2 below:
Table 2
Test Result of Eleventh Grade Students
Numb Correct
Replies
Wrong
Replies
% of
Cr Rep
% of
Wr Rep
% W >
TOKEN
% P >
TOKEN
1 37 15 71,2 28,8 18,1 81,9
2 36 16 69,2 30,8 19,3 80,7
3 36 16 69,2 30,8 19,3 80,7
4 35 17 67,3 32,7 20,5 79,5
5 35 17 67,3 32,7 20,5 79,5
6 35 17 67,3 32,7 20,5 79,5
7 35 17 67,3 32,7 20,5 79,5
8 34 18 65,4 34,6 21,7 78,3
9 34 18 65,4 34,6 21,7 78,3
10 34 18 65,4 34,6 21,7 78,3
11 34 18 65,4 34,6 21,7 78,3
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12 33 19 63,5 36,5 22,9 77,1
13 33 19 63,5 36,5 22,9 77,1
14 33 19 63,5 36,5 22,9 77,1
15 33 19 63,5 36,5 22,9 77,1
16 33 19 63,5 36,5 22,9 77,1
17 33 19 63,5 36,5 22,9 77,1
18 31 21 59,6 40,4 25,3 74,7
19 30 22 57,7 42,3 26,5 73,5
20 30 22 57,7 42,3 26,5 73,5
21 30 22 57,7 42,3 26,5 73,5
22 29 23 55,8 44,2 27,7 72,3
23 29 23 55,8 44,2 27,7 72,3
24 29 23 55,8 44,2 27,7 72,3
25 29 23 55,8 44,2 27,7 72,3
26 28 24 53,9 46,1 28,9 71,1
27 28 24 53,9 46,1 28,9 71,1
28 28 24 53,9 46,1 28,9 71,1
29 27 25 52 48 30,1 69,9
30 27 25 52 48 30,1 69,9
31 26 26 50 50 31,3 68,7
32 25 27 48,1 51,9 32,5 67,5
33 24 28 46,2 53,8 33,7 66,3
34 24 28 46,2 53,8 33,7 66,3
35 23 29 44,2 55,8 34,9 65,1
36 23 29 44,2 55,8 34,9 65,1
37 22 30 42,3 57,7 36,1 63,9
38 22 30 42,3 57,7 36,1 63,9
SUM 1151 829 2206,55 1593,5 998,6 2801,4
MEAN 28,8 20,7 58,1 41,9 26,3 73,7
The highest score of students vocabulary sufficiency at eleventh grade
is 81,1% while the lowest score is 63,9%. Then the mean of students
vocabulary sufficiency is 73,7%. It means that eleventh grade students
do not fulfill the requirement of vocabulary sufficiency (the minimum
score of vocabulary sufficiency is 95%).
c. Result of Twelfth Grade Students in Vocabulary Sufficiency
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After counting the data of twelfth grade students in vocabulary
sufficiency, the writer got the result that is shown in table 3 below:
Table 3
Test Result of Twelfth Grade Students
Numb Correct
Replies
Wrong
Replies
% of
Cr Rep
% of
Wr Rep
% W >
TOKEN
% P >
TOKEN
1 42 21 66,7 33,3 21 79
2 41 22 65,1 34,9 22 78
3 41 22 65,1 34,9 22 78
4 40 23 63,5 36,5 23 77
5 40 23 63,5 36,5 23 77
6 38 25 60,3 39,7 25 75
7 38 25 60,3 39,7 25 75
8 37 26 58,7 41,3 26 74
9 37 26 58,7 41,3 26 74
10 37 26 58,7 41,3 26 74
11 36 27 57,1 42,9 27 73
12 36 27 57,1 42,9 27 73
13 35 28 55,6 44,4 28 7214 35 28 55,6 44,4 28 72
15 35 28 55,6 44,4 28 72
16 34 29 54 46 29 71
17 33 30 52,4 47,6 30 70
18 32 31 50,8 49,2 31 69
19 32 31 50,8 49,2 31 69
20 31 32 49,2 50,8 32 68
21 31 32 49,2 50,8 32 68
22 31 32 49,2 50,8 32 68
23 31 32 49,2 50,8 32 6824 31 32 49,2 50,8 32 68
25 30 33 47,6 52,4 33 67
26 30 33 47,6 52,4 33 67
27 30 33 47,6 52,4 33 67
28 30 33 47,6 52,4 33 67
29 30 33 47,6 52,4 33 67
30 30 33 47,6 52,4 33 67
31 29 34 46 64 34 66
32 28 35 44,4 55,6 35 65
33 28 35 44,4 55,6 35 65
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34 26 37 41,3 58,8 37 63
35 25 38 39,7 60,3 38 62
36 24 39 38,1 61,9 39 61
SUM 1194 1074 1895,1 1705 1074 2526
MEAN 33,2 29,8 52,6 47,4 29,8 70,2
In twelfth grade students the highest score of students vocabulary
sufficiency is 79% while the lowest score is 61%. Then the mean of
students vocabulary sufficiency is 70,2%. It means that twelfth grade
students do not fulfill the requirement of vocabulary sufficiency (the
minimum score of vocabulary sufficiency is 95%).
2. The Kinds of Vocabulary Giving Problems to the Students
The kinds of vocabulary that gave problems to the students were
explained in three categories. They are the result from tenth, eleventh, and
twelfth grade students.
a. Vocabulary that Gave Problems for Tenth Grade Students
After analyzing the data of tenth grade students in vocabulary
sufficiency, the writer got the result that is shown in table below:
Table 4
Vocabulary Problems in Tenth Grade Students
Question Part of Speech
Students
Wrong Replies Right Replies
1 Adjective 4 32
2 Adverb 16 20
3 Noun 1 35
4 Adjective 0 36
5 Adverb 6 30
6 Adjective 0 36
7 Noun 0 36
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8 Noun 0 36
9 Adverb 0 36
10 Verb 2 3411 adjective 0 36
12 Noun 1 35
13 Noun 23 13
14 Adverb 19 17
15 Adjective 0 36
16 Adverb 3 33
17 Verb 14 22
18 Adjective 3 33
19 Noun 15 21
20 Noun 2 3421 Verb 11 25
22 Noun 0 36
23 Verb 30 6
24 Adjective 2 34
25 Verb 2 34
26 Noun 14 22
27 Verb 4 32
28 Pronoun 18 18
29 Pronoun 0 36
30 Verb 34 2
31 Adverb 22 14
32 Verb 11 25
33 Verb 35 1
34 Noun 14 22
35 Noun 0 36
36 Adjective 28 8
37 Noun 10 26
38 Noun 16 20
39 Adverb 4 32
40 Verb 0 36
41 Noun 36 042 Adverb 2 34
43 Verb 2 34
44 Verb 13 23
45 Adjective 23 13
46 Noun 6 30
47 Noun 31 5
48 Noun 31 5
49 Adverb 0 36
50 Adverb 0 36
51 Adverb 12 24
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Based on the table above, it was known that the most difficult
vocabulary in tenth grade students was noun (question number 41:
chain) because no one of students got the right answer. Then the
second difficulty was verb (question number 33: fixed), only one
students who got right answer.
b. Vocabulary that Gave Problems for Eleventh Grade Students
After analyzing the data of eleventh grade students in vocabulary
sufficiency, the writer got the result that is shown in table below:
Table 5
Vocabulary Problems in Eleventh Grade Students
Question Part of Speech
Students
Wrong Replies Right Replies
1 Adverb 15 23
2 Adjective 0 38
3 Adjective 1 37
4 Adjective 4 34
5 Adjective 34 46 Conjunction 22 16
7 Verb 0 38
8 Noun 5 33
9 Adjective 38 0
10 Adjective 25 13
11 Conjunction 9 29
12 Pronoun 9 29
13 Noun 1 37
14 Noun 37 1
15 Verb 37 1
16 Noun 30 8
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17 Verb 23 15
18 Verb 38 0
19 Noun 2 3620 Noun 0 38
21 Adverb 0 38
22 Adverb 20 18
23 Noun 0 38
24 Verb 38 0
25 Adverb 36 2
26 Noun 0 38
27 Preposition 6 32
28 Noun 17 21
29 Adverb 0 3830 Adjective 13 25
31 Noun 38 0
32 Noun 38 0
33 Verb 17 21
34 Verb 0 38
35 Adjective 9 29
36 Noun 0 38
37 Adverb 2 36
38 Verb 4 34
39 Adjective 37 1
40 Noun 26 12
41 Verb 37 1
42 Verb 4 34
43 Verb 19 19
44 Adverb 32 6
45 Verb 16 22
46 Noun 30 8
47 Noun 23 15
48 Verb 7 31
49 Noun 16 22
50 Verb 18 2051 Noun 1 37
Based on the table above, it was known that the most difficult
vocabulary in eleventh grade students were noun, verb, and adverb.
No one of students got the right answer in:
1) Noun number 31 (shoulders) and 32 (arms)
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2) Verb in number 18 (cast) and 24 (led)
3) Adverb in number 9 (any).
c. Vocabulary that Gave Problems for Twelfth Grade Students
After analyzing the data of twelfth grade students in vocabulary
sufficiency, the writer got the result that is shown in table below:
Table 6
Vocabulary Problems in Twelfth Grade Students
Question Part of
Speech
Students
Wrong Replies Right Replies
1 Adjective 1 35
2 Noun 0 36
3 Verb 19 17
4 Noun 0 36
5 Noun 0 36
6 Noun 1 35
7 Noun 10 26
8 Noun 0 36
9 Verb 3 33
10 Adjective 34 2
11 Noun 4 32
12 Verb 26 10
13 Adjective 7 29
14 Noun 36 0
15 Noun 5 31
16 Verb 34 2
17 Noun 10 2618 Verb 13 23
19 Adjective 16 20
20 Noun 0 36
21 Noun 27 9
22 Noun 9 27
23 Preposition 31 5
24 Noun 0 36
25 Noun 36 0
26 Verb 33 3
27 Noun 9 27
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28 Adjective 12 24
29 Noun 35 1
30 Adverb 9 2731 Verb 35 1
32 Preposition 36 0
33 Adjective 36 0
34 Preposition 1 35
35 Noun 24 12
36 Noun 2 34
37 Verb 33 3
38 Noun 36 0
39 Verb 20 16
40 Verb 0 3641 Noun 36 0
42 Verb 22 14
43 Noun 0 36
44 Noun 10 26
45 Noun 36 0
46 Verb 36 0
47 Preposition 1 35
48 Noun 34 2
49 Adjective 1 35
50 Verb 0 36
51 Noun 22 14
52 Adjective 36 0
53 Noun 6 30
54 Noun 16 20
55 Verb 33 3
56 Noun 18 18
57 Adverb 1 35
58 Verb 25 11
59 Noun 0 36
60 Noun 0 36
61 Noun 26 1062 Verb 35 1
63 Noun 36 0
Based on the table above, it was known that the most difficult
vocabulary in twelfth grade students were noun, verb, preposition, and
adjective. No one of students got the right answer in:
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1) Noun number 14 (Halloween), 25 (Celtic), 38 (spirits), 41
(preceding), 45 (Celts), and 63 (deities)
2) Verb in number 46 (sought)
3) Preposition in number 32 (into)
4) Adjective in number 33 (following) and 52 (sacred).
B. Discussion of The Result
From the three classes of respondents, only two candidates were
predicted to face minor difficulty in reading English textbook. They were
from tenth grade that knew 91,5% and 90,6% of the whole words in text. The
other students found that their textbook was too demanding material.
The highest score of students vocabulary sufficiency for tenth grade
students is 91,5% and the lowest score is 83%. For eleventh grade students,
the highest score is 81,1% while the lowest score is 63,9%. The highest score
of students vocabulary sufficiency at twelfth grade students is 79% and the
lowest score is 61%. To sum up, the result of the highest and lowest score can
be seen in table 4 below:
Table 7
The Highest and the Lowest Score
of Students Vocabulary Sufficiency in Reading English Textbook
Class The highest score The lowest score
X 91,5% 83%
XI 81,1% 63,9%
XII 79% 61%
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From the data above we know that the lowest score of students
vocabulary sufficiency was come from twelfth grade students and the highest
score was come from tenth grade students.
The mean of students vocabulary sufficiency in reading English
textbook is 86,6% for tenth grade students, 73,7% for eleventh grade students,
and 70,2% for twelfth grade students. It means the mean of tenth grade
students is the highest mean and the lowest mean is twelfth grade students..
In counting students vocabulary sufficiency of English textbook, the
writer used data from proportion of words knowledge. Then the proportion of
words knowledge will be compared with the standard score. According to
Aziez (2008: 24) standard score that used in counting vocabulary sufficiency
in reading English textbook are:
1. Students who cover at least 95% are sufficient in reading a text
2. Students who know less 95% are not sufficient.
By comparing the proportion of words knowledge with the standard
score, the writer got the result that none of the students met the minimum
requirement of the successful reading (the minimum score of vocabulary
sufficiency is 95%). It was an indication that the students at SMA Banyumas
did not have sufficient vocabulary in reading English textbook.
The kinds of vocabulary that gave problems for students at SMA
Banyumas were different for each grade students.
1. The most difficult vocabulary in tenth grade students was noun (question
number 41: chain) because no one of students got the right answer. Then
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the second difficulty was verb (question number 33: fixed), only one
students who got right answer.
2. The most difficult vocabulary in eleventh grade students were noun, verb,
and adverb. No one of students got the right answer in:
a) Noun number 31 (shoulders) and 32 (arms)
b) Verb in number 18 (cast) and 24 (led)
c) Adverb in number 9 (any).
3. The most difficult vocabulary in twelfth grade students were noun, verb,
preposition, and adjective. No one of students got the right answer in:
a) Noun number 14 (Halloween), 25 (Celtic), 38 (spirits), 41 (preceding),
45 (Celts), and 63 (deities)
b) Verb in number 46 (sought)
c) Preposition in number 32 (into)
d) Adjective in number 33 (following) and 52 (sacred).
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CHAPTER V
CONCLUSION AND IMPLICATION
In the last chapter, the writer deals with conclusion and implication. In
conclusion, the writer will give simple result of the research. Then for implication,
the writer would like to give some suggestion in teaching and learning reading.
A. Conclusion
After analyzing the data, it was found that the mean of students
vocabulary sufficiency in reading English textbook were 86,6% for tenth
grade students, 73,7% for eleventh grade students, and 70,2% for twelfth
grade students. So it could be concluded that the students of SMA Negeri
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Banyumas did not have sufficient vocabulary (the minimum score of
vocabulary sufficiency is 95%).
B. IMPLICATION
Eventhough the ideal result of this research couldnt be reach, it is
hoped that this research can give value and contribution for the reader
especially in teaching reading and learning process.
In process of collecting the data, the writer found some problems that
are faced by the students in learning reading. Those problems are:
1. They didnt know which meaning that is appropriate with the text.
2. They had no enough vocabulary in their memory.
3. They preferred to guess the meaning.
The writer also gives some suggestions that can be used by the
students and the teacher.
1. For the students
a) They should read the text as many as possible. By reading more, they
will know which words that appropriate with the context.
b) They should repeat the words and the meaning so it will be saved in
long term memory.
c) They should open the dictionary when they found difficulty words in
reading.
2. For the teacher
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a) Based on the fact that the students at SMA Banyumas did not have
vocabulary sufficiency in reading English textbook so the teacher
should try to overcome students problems, for example by giving
many exercises. It is used to anticipate different type of the text which
stimulating their interest and more familiar with the context.
b) The creativity of teacher is needed in teaching reading skills. Its
caused the teacher should make the students understand of reading
text. The texts should be selected based on students ability level,
situation, and condition.
c) The teacher should consider that vocabulary is an important factor in
understanding the text.
Noticing the criteria above it can be concluded that the students at SMA
Banyumas did not have sufficient vocabulary in reading English textbook.