THE CORRELATION BETWEEN THE EIGHTH GRADE STUDENTS’ VOCABULARY MASTERY AND THEIR READING COMPREHENSION AT SMPN 2 GANDUSARI

LEON BUYUNG WICAKSONO, 126203213222 and RINGGI CANDRANING PRAWERTI, 198910232025212016 (2025) THE CORRELATION BETWEEN THE EIGHTH GRADE STUDENTS’ VOCABULARY MASTERY AND THEIR READING COMPREHENSION AT SMPN 2 GANDUSARI. [ Skripsi ]

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Abstract

Wicaksono, Leon Buyung. Student ID Number. 126203213222. 2025. The Correlation Between Eighth Grade Students’ Vocabulary Mastery and Their Reading Comprehension at SMPN 2 Gandusari. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Ringgi Candraning Prawerti, M. Pd. Keywords: Correlation, Vocabulary mastery, Reading comprehension Reading comprehension is closely related to students' mastery of vocabulary. The current study attempts to investigate the strength of correlation between the extent of vocabulary mastery and reading comprehension ability among grade VIII students at SMPN 2 Gandusari. Observations made in the classroom during the preliminary stage showed that quite a large number of students could read texts fluently yet had difficulties in comprehension. This study employed a descriptive quantitative approach with a correlational design. A sample of 27 students from one class of eighth graders was purposefully selected through a purposive sampling technique. The data were collected using two instruments: a vocabulary mastery test and a reading comprehension test. The obtained data were then analyzed by applying the Pearson Product-Moment correlation formula through SPSS version 27. The correlation coefficient in this analysis was r = .739, p < .001; hence, there is a strong positive relationship. From the given coefficient of determination, r² =.547, it is clear that 54.7% of the variation in reading comprehension scores is accounted for by the differences in vocabulary mastery of the students. Thus, this leads to the rejection of the null hypothesis since a significant and strong relationship is realized between the two variables. In other words, the higher the level of vocabulary mastery among the students, the higher the level of their reading comprehension. These results support the need for systematic and explicit vocabulary teaching in language learning programs to effectively improve the reading comprehension skills of students.

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