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CHAPTER I
INTRODUCTION
The good reference books are still written in the native language. It is
known that most of information about science and technology are usually written
in English. If the students have a good mastery in English, especially in reading
skill, it will be helpful for them to develop their field of study in which they are
learning. However, in fact, not all of the students can well enough comprehend the
contents of those books. It is supported by Carrel (1993: 1). She wrote that for
many students, reading is the most important of the four skills in a second
language, particularly in English as a second or foreign language. Certainly, if we
consider the study of English as a foreign language around the world-the situation
in which most English learners find themselves-reading is the main reason why
students learn the language. Quite simply, without solid reading proficiency,
second language readers cannot perform at levels they must in order to succeed,
and they cannot compete with their native English-speaking counterparts.
English in Senior High School focuses on four basic language skills,
namely: listening, speaking, reading, and writing. Reading instruction dominates
the curriculum in Senior High School. The teaching of English in Indonesia
emphasizes on reading comprehension. The content of English questions in
National Examination (UAN) is the evidence. There are 50 questions that consists
of 15 questions for listening section (30%), 31 questions for reading section
(62%), and the rest is for writing sections: 4 questions (8%) (Detik-detik UAN
SMA/MA/SMK 2011/2012).
Those reading texts are based on genres. According to Wallace (1992:
30), genres are social event not only in terms of the social roles and purposes of
those who create them as speakers or writers but because the communicative
in reading because reading is along term habit starting with the very early ages,
which is the prominent gateway to the knowledge room. By reading, students get
enough science and information from what they have read (function as a previous
knowledge). Students can improve their reading skill by reading a lot of easy
materials. It is relevant with what De Boer (1982: 8) says that you can improve
your reading only by reading abundantly. Get the habit of reading a great deal.
You may wish to begin with easy materials, with daily newspaper, a popular
magazine, or book of easy short stories, as you develop fluency and pleasure in
reading and accuracy. It can be assumed that students should have a good habit of
reading English, which helps them improve their knowledge of English.
Moreover, they will read English fluently and accurately. In addition, Redway
(1988: 16) also states that habit is not taught but is acquired. It can be concluded
that habit of reading is one of the factors which influence the degree of
comprehending text.
There are many factors influencing the depth and the ease of
comprehending the idea on a page. Besides reading habit, another aspect that
influences students reading comprehension is vocabulary mastery. A large number
of words should be known by the reader in order to comprehend the whole text. It
is supported by Fauziati (2002: 155), vocabulary is central to language and critical
importance to typical language learner. Without sufficient vocabulary, one cannot
communicate effectively or express his idea in both oral and written language.
Having a limited vocabulary is also a barrier that precludes learners from learning
a foreign language. When they do not know how to enrich their vocabulary, for
example, they often gradually lose interest in learning. In a study by Kiray (2002)
in Muhlise and Akyay, in the International Journal of Language Society and
Culture (2009), it is stated that foreign language learners do not like to read in the
foreign language for having pleasure because of language problem such as lack
fluency and vocabulary.
Word meaning appears as the consistently most powerful factor in
comprehension. Therefore, knowing vocabulary is important in getting meaning
from a text. Allen (1983: 4) states that students will make mistakes if they learn
meaning of words without learning how to put word together in sentences. It is
never enough to learn only the words and their meaning. Vocabulary must be
learned and learning vocabulary does not mean memorizing the context of a
dictionary like what some people think because the words may have more than
one meaning that is different.
The researcher chooses the students of the eleventh grade of MAN 1
Surakarta, particularly in the science classes as the subjects of research because
they can be categorized as the teenager learners and teenager learners usually have
high eagerness to know something new. They can be obtained by reading a lot to
widen and get new things and knowledge. Intelligently, they are able to make their
own imagination when reading a passage. Since the assumption from the teachers
of English in MAN 1 Surakarta that the students of science classes have higher
ability in grasping material generally in the class than other majors, the researcher
assumes that they also have a good habit, such as reading habit that can help them
comprehend the material easier. Furthermore, having a good reading habit can
increase the students vocabulary mastery and it is assumed that they are good in
reading comprehension. The researcher wants to investigate specifically their
English reading habit, vocabulary mastery toward their reading comprehension.
Therefore, the researcher selects the eleventh grade students of science classes of
MAN 1 Surakarta.
Based on the description above, the writer is interested in studying the
correlation between students reading habit, their vocabulary mastery, and their
reading comprehension.
1.2 The Problem Statements
Based on the background of the study explained before, the researcher
formulates the problems as follows:
1. Is there any positive significant correlation between reading habit and reading
comprehension?
2. Is there any positive significant correlation between vocabulary mastery and
reading comprehension?
3. Is there any positive significant correlation between reading habit, vocabulary
mastery, and reading comprehension?
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correlation. The finding of this research showed that (1) there is a correlation
between students translation ability and reading comprehension, (2) there is
correlation between students reading habit and reading comprehension, and (3)
there is correlation between students translation ability, reading habit, toward
reading comprehension.
This research relates to the correlation between reading habit, vocabulary
mastery, and reading comprehension of the eleventh grade science class students
of MAN 1 Surakarta in the academic year of 2011/2012.
1.7 The Definition of Key Term
1. Habit is an action practices continuously until it becomes a patterned behavior,
and it is usually performed without conformed unconsciously because practice
has become familiar and easy (Carter, 1973: 247).
2. Reading habit is an important tool for the development of personalities and
mental capacities of individuals (Clark and Rumbold, 2006). In addition,
reading habit is repetitive regular tendency in reading that finally becomes a
patterned behavior that automatically practiced.
3. Vocabulary mastery. Vocabulary is as set list or a set words for particular
language, or a list of words that individual speaker of a language might use
(Hatch and Brown, 1995: 1). Mastery is defined as a great knowledge about or
understanding o a particular thing (Oxford Advanced Dictionary, 2003: 788). In
this study, by vocabulary is meant the ability of students in mastering words
meaning which is shown by their scores in vocabulary test.
4. Reading comprehension is a process which involves actively constructing
meaning among the parts of the text and between the text and personal
experience (McNeil, 1984: 5). In this study, reading comprehension is meant
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