A CORRELATION BETWEEN VOCABULARY MASTERY AND LEARNING MOTIVATION TOWARD READING COMPREHENSION OF THE TENTH GRADE STUDENTS

MOH. NOFAL, 12510174031 (2020) A CORRELATION BETWEEN VOCABULARY MASTERY AND LEARNING MOTIVATION TOWARD READING COMPREHENSION OF THE TENTH GRADE STUDENTS. [ Thesis ]

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Abstract

ABSTRACT Nofal, Moh. Registered Number 12510174031. 2019 “A Correlation between Vocabulary Mastery and Learning Motivation toward Reading Comprehension of the Tenth Grade Students”. Thesis. English Education Department. Megister Program. State Islamic Institute (IAIN) Tulungagung. Advisors: by Dr. Erna Iftanti,SS., M.Pd, Dra. Umy Zahroh, M.Kes., Keyword : Students’ reading comprehension, Students’ vocabulary mastery, Students’ learning motivation Reading comprehension means understanding what has been read and Having reading skill will ease people to understand information and knowledge. The successful reading is influenced by some factors. They are internal factors and external factors. Internal factor comes from all personality of student include motivation, mastery (vocabulary). The objectives of the research are : 1) to find out whether there is significant correlation between vocabulary mastery and reading comprehension, 2) to find out whether there is significant correlation between learning motivation and reading comprehension, 3) to find out whether there is significant corelation between vocabulary mastery and learning motivation toward reading comprehension. This research is a correlation study. Techniques of collecting the data are by using written test and questionnaire. The population is all of the tenth grade students of SMAN 1 Plosoklaten. In the process of collecting data, the researcher used proportionate stratified random sampling to get the sample. The researcher took 30% of population as the sample. So The researcher took 10 students randomly in six classes and 11 students in two classes of the tenth grade students of SMAN 1 Plosoklaten. There are 8 classes of the tenth grade students of SMAN 1 Plosoklaten. The total sample are 82 students. The result of this research showed that there was significant correlation between vocabulary mastery and reading comprehension. It can be seen from the result of correlations. The significant (p-value) < α, 0.000 < 0.05. Rᵪᵧ was 0.598. It meant that vocabulary mastery and reading comprehension had correlation. The level of correlation had moderate correlation, because Rᵪᵧ is in range 0,40-0,599. The increasing vocabulary mastery followed increasing of reading score. Then, there is significant correlation between learning motivation and reading comprehension. It can be seen from the result of correlations. The significant (p value) < α, 0.000 < 0.05. Rᵪᵧ was 0.617, it meant that students’ learning motivation and students’ reading comprehension had strong correlation because R Rᵪᵧ is in range 0,60-0,799. The increasing of students’ learning motivation followed increasing of reading score. Then, there was significant correlation between vocabulary mastery and learning motivation toward reading comprehension. The result of significant was 0.000 < 0.05, it meant thatvocabulary mastery, learning motivation and reading comprehension had correlation. Rxy was 0.668, it meant that vocabulary mastery, learning motivation and reading comprehension had strong correlation because Rxy is in range 0,60- 0,799

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