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A CORRELATIVE STUDY BETWEEN STUDENTS’ LEXICAL
KNOWLEDGE OF COLLOCATIONS TOWARD THEIR
READING COMPREHENSION
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the degree of SarjanaPendidikan Islam
(S.Pd.I)
English Education Department of Teacher Training and
Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
NUR CAHYO
113 10 096
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
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MOTTO
“Power isn‟t determined by the size of your fist, but the size of your
heart and dreams.”
~ Monkey D. Luffy ~
(One Piece Anime Character)
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DEDICATION
This graduating paper is dedicated to:
My God, Allah SWT who always besides me, listens
to me, takes care of me, and gives me the best thing
ever.
My beloved parents, my mother (Gunarti) and my
father (Suryanto) who always pray, guide, motivate
me to become better person.
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the kings of
universe and space. Thanks to Allah because the writer could complete
this thesis as one of requirement to finished study in English Department
faculty of States for Institute Islamic Studies.
This thesis would not have been completed without support,
guidance and help from individual and institution. Therefore, I would
like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd as the Rector of IAIN Salatiga.
2. Suwardi, M.PD., as the Dean of Teacher Training and Education
Faculty.
3. Noor Malihah, Ph.D as the Head of English Education Department.
4. Mr. Faizal Risdianto, M.Hum as counselor who has given the writer
advice, suggestion and recomendation for this graduating paper from
beginning until the end. Thanks for your patience and care.
5. All lecturers in English Education Department of IAIN Salatiga. Thanks
for all guidance, knowledge, support, and etc.
6. My beloved mother and father. Thanks for everythings (support and
praying) no one better than you.
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7. My beloved brother (Susilo Utomo), my best cousin (Wulan, Leha,
Fian) and my big family who fill my life with love and affection.
8. Special thanks for my beloved Novita Pangestuti who always standing
beside me and takes the big part in support until finishing this thesis..
9. All of my friends TBI ‟10 especially D class, thanks for the cheerfull
and your togetherness.
10. Everybody who has helped me in finishing this thesis. Thanks for all
supports, advice, suggestion and other helps that you all gives. The
writer hopes that this thesis will useful for everyone.
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ABSTRACT
Cahyo, Nur. 2015. “A CORRELATIVE STUDY BETWEEN STUDENTS‟
LEXICAL KNOWLEDGE OF COLLOCATIONS TOWARD THEIR
READING COMPREHENSION” (Conseulor: Faizal Risdianto, M.Hum
Keywords: correlation, lexical collocation; reading comprehension;
The research is aimed to find out the correlation between
students‟ lexical knowledge of collocation and their reading
comprehension on the sixth semester of English Department
Students‟ of STAIN Salatiga 2014/2015. This research will answer
these main question 1) What is the profile of the students‟ lexical
knowledge of collocation in Sixth semester of STAIN Salatiga in
the academic year of 2014/2015, 2) What is the extent of the
students‟ reading comprehension in Sixth semester of STAIN
Salatiga in the academic year of 2014/2015, 3) What is the influence
of the students‟ lexical knowledge of collocation in their reading
comprehension in Sixth semester of STAIN Salatiga in the
academic year of 2014/2015. The population of the research was the
Sixth Semester of English Department Students of STAIN Salatiga
in the academic year of 2014/2015. The methodology in this
research was mixed forms of research design specifically the
exploratory-quantitative-statistical research design. The result of
calculating the correlation between students‟ mastery on collocation
and their reading comprehension is 0.6989. From the interpretation
of r value, 0.6989 is between 0,600 - 0,800. It indicates that the
correlation between students‟ lexical knowledge of collocation and
their reading comprehension in Sixth semester of STAIN Salatiga in
the academic year of 2014/2015 is high.
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TABLE OF CONTENTS
TITLE i
DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION............................................................... iv
MOTTO v
DEDICATION vi
ACKNOWLEDGMENT vii
ABSTRACT ix
TABLE OF CONTENTS x
LIST OF TABLES……………………………...................................... xii
CHAPTER I: INTRODUCTION
A. Background of the Research 1
B. Problem of the Research 5
C. Purpose of the Research 5
D. Benefits of the Research 6
E. Limitation of the Research 7
F. Research Method 7
G. Definition of Key Term 12
H. Paper Outline 13
CHAPTER II: THEORETICAL FRAMEWORK
A. Reading 14
1. Definition of Reading 14
2. Purpose of Reading 15
3. Reading Comprehension 18
B. Collocation 20
1. Definition of Collocation 20
2. Strong, Fixed and Weak Collocation 22
3. Types of Collocation 27
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CHAPTER III: RESEARCH METHODOLOGY
A. Research Method 33
B. Population and Sample 33
C. Data Collection Procedures 35
1. Preparing the Instrument 35
2. Testing the Subjects 39
3. Analyzing the Data 39
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings 44
B. Discussion 58
CHAPTER V: CLOSURE
A. Conclusion 60
B. Suggestion 61
REFERENCES
CURRICULUM VITAE
APPENDIXES
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LIST OF TABLES
Table 1 Strong Collocation 19
Table 2 Fixed Collocation 20
Table 3 Weak Collocation 22
Table 4 Formulation of Pearson Product-moment 41
Table 5 Formulation of Spearman-Brown 42
Table 6 Coverage of Reading Comprehension Test 43
Table 7 Coverage of Collocation Test 44
Table 8 Formulation of Average 45
Table 9 Classification of the Range of Score 46
Table 10 Score of collocation and reading comprehension 51
Table 11 Interpretation of r value 63
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CHAPTER I
INTRODUCTION
A. Background of the Research
For many years students from many places around the world learn
English. Since it is considered as international language, learning English has
becomes a necessity for everyone who wants to engage in international
interaction. Mastering this language is not simple thing to do. There are some
skills to study and practice. Such as listening, speaking, reading and writing.
They are the basic language skills especially in teaching English as a foreign
language at schools, or other educational places. But reading is considered the
most important foreign language skill. This is line with Harry Maddox (1989)
said that “Reading is the most important single skill in study”.
Reading is an important skill because one of the keys to get knowledge
is reading. students use too much of their processing to read individual words,
which annoy their ability to understand what‟s they read. Particularly in cases
where students need to read English material for their own special subject.
Being able to read in English is very important. All the subject of
elementary school such as mathematics, science, language and other depend on
the ability to read. In high school and college, reading ability becomes more
important because students are more active to gain written information that‟s
why reading comprehension is an asset to be successful in university.
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Nowadays, the ability to comprehend English is necessary for millions
of people. By understanding English, people are able to communicate in
English and also able to read many kinds of English texts. Reading occurs
when someone looks into a written text and starts to absorb the information
from the written linguistic message. One of important things to do is to
combine the word into a good sentence so that it is easy and natural to read.
In addition, combining the words is called collocation. A collocation is
a pair or group of words that are often used together (McCarthy and O‟Dell,
2006:6). Collocation will help to write English in a more accurate and natural
way. We will probably understand the utterance there was very hard rain this
morning (McCarthy and O‟Dell, 2008:4) but that sounds feel unnatural. When
you talk about there was very heavy rain in this morning. It is very different
about hard rain and heavy rains since hard is not collocated by rain and heavy
is collocated by rain thus it is natural.
Recently, the relationship between collocation and the Language
Proficiency (Listening, Speaking, Reading, and Writing) has been conducted
by some researchers. For example, Zhang (Hsu and Chiu, 2008) was exploring
the possible correlation between knowledge and use of English collocation and
the quality of college freshmen‟s writing. After Zhang, Al-zahrani (Hsu and
Chiu, 2008) further investigated the knowledge of English collocation and the
participant‟s general language proficiency. Besides that, Sung (Hsu and Chiu,
2008) examined the knowledge and use of English lexical collocation in
relation to speaking proficiency. To this point, the results of these study all
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showed positive correlations between learners‟ collocation knowledge and their
language proficiency.
In addition, the study of knowledge of collocation has also been related
to the effect of explicit collocation instruction on language skills. Some of
them are which were conducted by Liu (Hsu and Chiu, 2008) who investigated
the effect of collocation instruction on students‟ writing performance. After
Liu, a teacher in a private Taiwanese University, Hsu (Hsu and Chiu, 2008)
also conducted an intensive business English workshop to investigate whether
collocation instruction would strengthen students‟ development of the
knowledge and use of collocations, as well as promote language proficiency.
Moreover, L. Hsu (Hsu and Chiu, 2008) studied the effects of explicit
collocation instruction on EFL learners‟ listening comprehension.
Further, Lien (Hsu and Chiu, 2008) investigated the effects of
collocation instruction especially on Reading Comprehension of 85 Taiwanese
University students. Among these studies, the results generally showed that
direct collocation instruction was positively correlated with and possibly
improved EFL language learners‟ language performance as well as positively
displayed learners‟ attitude toward collocation instruction. The investigated
study is about the correlation between the knowledge of collocation and
reading comprehension. Since there has been the investigation that concerns
with the effects of collocation instruction on reading comprehension in the
Taiwanese setting (L. Hsu, 2003), it is worth noting that the present study,
therefore, examines whether or not Indonesian EFL learners‟ knowledge of
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lexical collocations is related to their reading comprehension without any
instruction given to them. The reason is that it is worth to say that the
participants in this study are not given the instruction beforehand in order to
estimate their knowledge of collocation since they have experienced three
years formal academic learning.
Based the writer‟s interest in analyzing the influence between
collocation knowledge and their language proficiency, the researcher selects
the students in the Sixth Semester of English Department as the subject of the
research to support the study entitles “A CORRELATIVE STUDY BETWEEN
STUDENTS‟ LEXICAL KNOWLEDGE OF COLLOCATIONS TOWARD
THEIR READING COMPREHENSION” (Correlation Research in the Sixth
Semester of English Department Students of STAIN Salatiga in Academic year
of 2014/2015)
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B. Problem of the Research
The problems to be discussed in this paper will be summarized in the
following research questions:
1. What is the profile of the students‟ lexical knowledge of
collocation in Sixth semester of STAIN Salatiga in the
academic year of 2014/2015?
2. What is the extent of the students‟ reading comprehension in
Sixth semester of STAIN Salatiga in the academic year of
2014/2015?
3. What is the influence of the students‟ lexical knowledge of
collocation in their reading comprehension in Sixth semester of
STAIN Salatiga in the academic year of 2014/2015?
C. Purpose of the Research
Given the research questions, the research paper is aimed at the
following matters:
1. To investigate the students‟ level of lexical knowledge of
collocation.
2. To investigate the students‟ level of reading comprehension
achievement.
3. To find out the correlation between students‟ lexical
knowledge of collocation and their reading comprehension.
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D. Benefit of the Research
The writer expects that the result of the study gives benefit in case of:
1. Theoretical Benefit
The results of the study will shed light in this regard, and
will show if collocations are a worth-teaching aspect of language.
The result of the research is expected to be able to encourage the
next researcher to conduct further research.
2. Practical Benefit
a. The English Teacher
This study might be useful for a material or
additional information in teaching collocation in their
reading comprehension. The teachers can improve their
capability through many ways to develop the new method
of language learning to enhance the knowledge about
collocation and reading comprehension. It can also guide
material designers to consider collocations while preparing
EFL/ESL books.
b. The English Students
This study is hoped to increase the students‟
mastery and knowledge of collocation and can help
students have a better performance in their reading.
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c. The Writer
From this study, the writer can get many
experiences in the future as an English teacher and get
guide to conduct the next researches.
E. Limitation of the Research
The study specifically concerns on discovering the lexical
knowledge of collocation and reading comprehension on the sixth
semester of English Department Students‟ of STAIN Salatiga
2014/2015.
Besides, the study wants to find out whether or not there is a
significant correlation between reading comprehension and lexical
knowledge of collocation.
1. Data Collection Procedures
The procedures to be used in this research are as follows:
a. Preparing the instrument
The first procedure is to prepare the instrument in
collecting the data. Arikunto (2002) suggested that the
instruments have two categories: test, and non-test. This study
will use the test as the instrument. Since the study is about the
correlation between collocational knowledge and reading
comprehension, the test will comprise into two tests:
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collocation test and reading comprehension test. Collocation
test will examine the mastery of students‟ knowledge of
collocation and reading comprehension test assesses students‟
comprehension of reading as one of language skills. For both
testing, there are some criteria in the following passage.
b. Testing the Participants
The test will be done in two sessions: the test of collocation
and reading comprehension test, both of them are held in one
go. The reason for this is to make the data valid and reliable, so
that there will be no bother with the time that will affect the
originality of the subjects‟ ability. It is in line with Arikunto
(2002) who stated that the condition of the subjects being tested
will be different because of the time.
d. Analyzing the data.
After applying the test, then the data is immediately
collected and then analyzed.
The next passage will explore some steps in analyzing the data.
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a. Data Analysis
a. The tests, including reading comprehension test and
collocation test, are handed in to the students and then
scored.
b. The process is continued to find out the normality of the
two tests. In terms of simplicity, the computation uses
SPSS (Statistical Package for Social Sciences) with the
equations of Kolmogorov-Smirnov andShapiro-Wilk. The
results will be in two conditions: If the data is normally
distributed the calculation for the correlation uses
parametric statistic (by using Pearson-product moment).
However, if the data is not normally distributed, the
computation of the correlation must use non-parametric
statistic (by using Spearman Correlation for Ranked Data).
c. The process is continued by locating the level of the
participants‟ mastery of reading comprehension and
collocation knowledge. It is done by calculating the mean
of each test, and the average score of each test will be
found. In that case, the students‟ mastery of each test will
be known.
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Here are some formulas for computing the mean of each test:
∑
= Mean x (collocation knowledge)
= Mean y (reading comprehension)
∑
∑x = The sum of x scores
∑y = The sum of y scores
N = The number of participants
d. After the values of mean of each variable have been found,
the process goes on finding out the correlation between the
two subjects. As stated before, the data will be computed
based on kinds of normality of the data. If it is normally
distributed, the computation employs Pearson Product-
Moment. The formula is as follows:
(∑ ) (∑ )(∑ )
√[ ∑ (∑ ) [ ∑ (∑ )
r = Correlation coefficient X and Y variables (variable
X and variable Y
N = The numbers of pairs of
measurements.
∑= Sum
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Nevertheless, if the data are not normally distributed,
the computation is supposed to use Spearman Correlation for
Ranked Data. The formula will look like this.
∑
( )
D = The difference between each pair of ranks
= The square of those differences
n = The number of pairs of rankings
e. Then the analysis is carried out determining whether there
is a correlation between the two tests or not. Although there
is a correlation, it must be investigated further as to whether
it is significant or not. The decision of whether it is
significant or not is made by comparing the value r
(correlation coefficient) or sr with the level of correlation
in Pearson Correlation (for the data that is normally
distributed) or in Spearman Correlation (for the data that is
not normally distributed). The level for the correlation will
be.05. The value is common for use in social science
f. The last, the process goes on at interpreting and
discussing the findings and obtains the conclusion
followed by the likely recommended suggestions.
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F. Definition of Key Term
1. Reading Comprehension
Reading Comprehension is the process of making meaning
from the text. The goal is to gain an overall understanding of what
is described in the text rather than to obtain meaning from isolated
words or sentences. In understand the reading text information
children develop the mental models, or representations of meaning
of the text ideas during the reading process. There are two classes
of mental models: a text-based model, which is a mental
representation of the proposition of the text and a situation model
consisting of what the text perceived to be about (Kintsch 1998;
van Dijk and Kintsch 1983).
2. Collocation
Taken From (McCarthy and O‟Dell, 2008:4) Collocation
means a natural combination of words; it refers to the way English
words are closely associated with each other. For Example, if
someone says I did a few mistakes they will be understood, but a
fluent or native speaker of English would probably say I made a
few mistakes. A pair of words may not be absolutely wrong, and
people will understand what is meant, but it may not be the natural.
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G. Paper Outline
This research is divided into five chapters. Each chapter
explains different matters in line with the topic that is discussed.
Chapter I is introduction, consists of the background of the research,
problems of the research, purpose of the research, benefit of the
research, research methods, definition of key terms, and paper outline.
Chapter II is theoretical framework. Chapter III presents the research
methodology. It consist of place and the time of research, research
design, population and samples, technique of data collection and data
analysis. Chapter IV is findings and discussion. It is the analysis to
answer the problem of study. Chapter V is conclusion. It is the
conclusion of the research and suggestion that the writer makes from
the findings that the writer has.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Many experts have differently defined the word reading.
According to Grellet (1985) reading is assigning meaning and
extracting information from written texts. It means reading
requires some abilities to extract information from a text and to
construct new understanding. Guy (1993) states that reading is the
recognition of printed or written symbol that serve as stimuli to
recall meanings. It shows that reading requires the ability to
recognize symbol or printed words and to construct a meaning
from a text.
However, according to Klingner, Vaughn and Boardman
(2007) reading is a process of constructing meaning that can be
achieved through dynamic instruction among the following
aspects:
- The reader‟s prior knowledge
- The information suggested by the text, and
- The context of the reading situation.
It is also supported by McEntire (2003) who defines
reading as a constructive process which the prior knowledge and
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experience affects the reader‟s comprehension of the text. It
seems that the prior knowledge and experience are important to
get proper understanding of the information in a text. Appropriate
comprehension is possible to obtain as the content of the text is
close to the reader‟s prior knowledge. For example, a doctor
who reads a medical article would find it better in comprehending
the text than the farmer.
Furthermore, Grabe & Stoller (2002) state that the idea of
reading is also to do with purposes experiences, strategies, skills,
and even attitude towards reading. It means that reading facilitates
a writer to share knowledge, ideas and feelings with reader,
where both of them have their own language patterns and
experiences. It indicates that reading is not only getting messages
from a text, but also utilizing the reading purposes and strategies
to do with.
2. Purposes of Reading
Students have their own purposes of reading. Some of
them consider reading as a facility to get information. Some
others have goal to get entertainment and pleasure. Whatever their
purposes of reading, students always need information,
knowledge to put in their mind.
There are some experts proposing the purposes of reading.
Some of them are Grabe and Stoller, Harmer. Their ideas are
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similar to each other. In the first place Grabe and Stoller suggests
some purposes of reading, reading to search for simple
information and reading to skim, reading to learn from texts,
reading to integrate information, write, and critique text, and
reading for general comprehension. In the same ideas, Harmer
(2001) proposes six reading purposes:
(1) Reading to identify the topic,
(2) Reading to predict and guess,
(3) Reading for general understanding,
(4) Reading for specific information,
(5) Reading for detailed information, and
(6) Reading to interpret the text.
From the three experts, the purposes of reading can be developed
into ten sub purposes of reading:
(1) Reading for general purposes,
(2) Reading to scan and skim,
(3) Reading to integrate information, write and critic the text,
(4) Reading for sequence or organization,
(5) Reading to predict and guess,
(6) Reading to interpret the text,
(7) Reading for inference,
(8) Reading to classify,
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(9) Reading to evaluate and,
(10) Reading to compare or contrast.
Based on definitions above it can be stated that the
purpose of reading for understanding more what is read by
people. Studying involves reading to comprehend concepts and
details. Besides that, reading for pleasure gives people the
opportunity to enlarge the knowledge and allow us to express our
imagination.
Furthermore Nuttal (1985) states that there are five kinds
reading skills that should be mastered by the reader to
comprehend the text deeply, which is as follow:
1. Determining main idea
Main idea is the most important piece of information the
author wants you to know about the concept of that paragraph.
Determining idea is a skill to grasp and find the main point of the
passage by summarizing the passage and look for repetition of
ideas / words (Kelly, 2004)
2. Finding the specific information or part of text
Finding the specific information or part of the text
means looking for the information that relevant to the goal in
mind and ignores the irrelevant.
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3. Finding reference
Reference is the intentional use of one thing to
indicate something else in which one provides the information
necessary to interpret the other. Finding reference means
interpreting and determining one linguistic expression to another.
There are two types of reference; cataphoric and anaphoric
reference.
4. Finding inference
Inference is a good guess or conclusion drawn based on
logic of passage. Finding inference means the reader imply the
sentence/passage understand and conclude it logically.
5. Understanding vocabulary
Understanding vocabulary means comprehend what the
words mean. When vocabulary mastery improves, people know
deeper about comprehension. Since comprehension is the ultimate
goal of reading, the reader cannot overestimate the importance of
vocabulary development.
3. Reading Comprehension
Grabe & Stoller (2002) define comprehension as
processing words, forming a representation of general main ideas
and integrating it into a new understanding. It suggests that
comprehension is achieved when a reader successfully extracts
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the useful knowledge from a text and constructs it into a new
understanding of their own. Furthermore Day and Park (2005)
also propose several types of comprehension, as follows.
a. Literal comprehension is to have a straightforward
understanding meaning of a text, such as vocabularies
and facts, which is not explicated in that text.
b. Inferential comprehension is to conclude information
from a text and build new information which is not
explicitly stated in text.
c. Reorganization is rearranging information from various
parts of a text in order to get new information.
d. Predictive comprehension is integrating reader‟s
understanding of a text and their own knowledge about
that text in order to determine what might happen next
or after it is finished.
e. Evaluative comprehension is like inferential
comprehension. The difference is that evaluative
comprehension requires readers‟ comprehensive
judgment about some aspects in a text and ability
to redevelop an understanding by using related issues.
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f. Appreciative or personal comprehension is reading in
order to gain an emotional or other value response from
a text, and it demands reader to respond a text also with
their feelings.
From the definitions above, reading comprehension refers
to the understanding of what has been read. Comprehension is
a thinking process that depends not only on the comprehension
skills but also on the readers‟ experience and background
knowledge.
B. Collocation
1. Definition of Collocation
Linguists and scholars have defined the term
“collocations” in different ways. According to Martynska (2004:
2) the term "collocation" was first introduced by Firth to define a
"combination of words associated with each other". Taylor (1997:
38) defines collocations from Saussure‟s view as "a well-known
dichotomy between syntagmatic and paradigmatic relations of
lexical items". In this case the syntagmatic axis refers to a word‟s
ability to combine with other words in the same string.
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Taken From (McCarthy and O‟Dell, 2008:4) Collocation
means a natural combination of words; it refers to the way
English words are closely associated with each other. For
Example, if someone says I did a few mistakes they will be
understood, but a fluent or native speaker of English would
probably say I made a few mistakes. A pair of words may not be
absolutely wrong, and people will understand what is meant, but
it may not be the natural.
According to Ruince (2002) "collocation is the way words
combine in a language to produce natural-sounding speech and
writing. For example, in English you say "strong wind" and
"heavy rain". It wouldn't be normal to say heavy wind or strong
rain. All four of these words would be recognized by a learner at
pre-intermediate or even elementary level, but it requires a greater
degree of competence with English language to combine them
correctly in language productions".
For Yarmohammadi (1996: 45) "collocation is habitual co-
occurrence of individual vocabulary items", and Woolard (2005)
holds that collocation is the grammar of words – how words go
together with other words. Collocation tells us which words can
come before or after other words. Tajalli (2007: 30), however,
defines collocations from another perspective, in which he defines
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it "…as fixed non-idiomatic constructions the meaning of which
reflects the meanings of their components. Collocations are,
therefore, different from idioms whose meanings are not the
combination of the meanings of the individual words in them".
In addition to that, the following is an explanation by
Bahn 1986 (in Humaniora, 2002:54):
In English, as in other languages, there are
many fixed, identifiable, non-idiomatic phrases and
constructions. Such groups of words are called
recurrent combinations, or collocations. Collocation
fall into two major groups: grammatical
collocations and lexical collocations.
2. Strong, fixed and weak of collocation
a. Strong collocation
Based on McCarthy and O‟Dell (2008:8) A strong
collocation is one in which the words are very closely
associated with each other. For example, the adjective
mitigating almost always collocates with circumstance or
factors; it rarely collocates with any other word. Although she
was found guilty, the jury felt there were mitigating
circumstances. (factors or circumstances that lessen the
blame).
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Table. 1. Strong Collocation
Collocation Comment
Inclement weather was
expected
(very formal) = unpleasant
weather
Inclement collocates almost
exclusively with weather
She has auburn hair Auburn only collocates with
word connected with hair (e.g.
curls, tresses, locks)
I felt deliriously happy = extremely happy
Strongly associated with happy.
Not used with glad, sad, etc
The chairperson adjourned
the meeting
= have a pause or rest during a
meeting/trial
Adjourn is very strongly
associated with meeting and trial
b. Fixed collocation
Based on McCarthy and O‟Dell (2008:8) fixed
collocations are collocations so strong that they cannot be
changed in anyway. For example, you can say I was walking
to and fro (meaning I was walking in one direction and then
in the opposite direction, a repeated number of times). No
other words can replace to and fro or and in this collocation.
It is completely fixed. The meaning of some fixed
collocation cannot be guessed from the individual words.
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Table. 2. Fixed collocation.
No. Fixed collocation
1. Hell for leather
2. Get cold feet
3. As old as the hills
4. Mind your own business
5. Takes one to know one
6. To and fro
7. Abide by a decision
8. Flurry of activity
9. Burst into tears
10. Levy a tax
11. Change takes place
12. Snippet of information
13. Run smoothly
14. Shut down a computer
15. Congested road
16. Speak properly
17. Wear and tear
18. Spate of thefts
19. Picturesque town
20. Toy with an idea
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21. Respond well to treatment
22. Dream comes true
23. Unpaid overtime
24. Warm smile
25. Put the cat among the pigeon
26. Count your chicken
27. Raining cats and dogs
c. Weak collocation
Based on McCarthy and O‟Dell (2008:8) weak
collocations are made up of words that collocate with a wide
range of other words. You can say you are in broad
agreement with someone (generally in agreement with
them). However, broad can also be used in a number of
other words – a broad avenue, a broad smile, broad
shoulders, a broad accent (a strong accent), a broad hint
(a strong hint) and so on. These are weak collocation, in the
sense that broad collocates with a broad range of different
nouns.
-
Table. 3. Weak collocation.
Word Collocation
Do a crossword
the ironing
the laundry
the washing
your work
homework
housework
your job
anything
everything
nothing
Make a decision
a difference
an effort
an enquiry
food
a journey
a mistake
money
a move
-
a noise
Keep
afloat
your balance
to the left
a promise
Good
behavior
computer skills
level of education
knowledge
3. Types of Collocations
a. Grammatical Collocations
According to Bahn 1986 (in Humaniora, 2002: 54)
grammatical collocation falls into the following
combinations:
- Noun + preposition
example: Apathy against, blockade against.
Not all noun + preposition combinations can be
considered as collocation due the highly predictable
meaning of some preposition, such as on and by. So,
noun + of / by combinations are considered free
combinations.
- Noun + to – infinitive
-
There are five syntactic pattern in which noun + to +
infinitive construction is most frequently encountered:
a. It was a pleasure (a problem, a struggle) to do it.
b. They had a foresight (instructions, a obligations, a
permission) to do it.
c. They felt a compulsion (an impulse, a need) to do it.
d. They made an attempt (an effort, a promise, a vow)
to do it.
e. He was a fool (a genius, an idiot) to do it.
- Noun + that clause
The noun + that-clause combination that are considered
collocational are those using subject pronouns. For
example:
We reach an agreement that she would represent us
in court
He took an oath that he would do his duty
However, when the ‟that-clause‟ can be replaced by
„which-clause‟ as that in relative clauses, such a noun +
that-clause construction is not considered as
collocational. For example: we reach an agreement
that/which would go into effect in a month.
-
- Preposition + noun combination
Any combinations of preposition and noun can fall into
this category, however the choice of preposition with
certain noun is not at random. For example: by accident,
in advance, in agony, etc
- Adjectives + preposition combinations
Some adjectives are followed by a prepositional phrase.
The adjectives + preposition combination that is
considered collocational is the one that occurs in the
predicate. However past participial adjective followed by
preposition by is not considered collocational because
this construction is regular and predictable.
For example: They are angry at the children,
They are hungry for news
The ship was abandoned (by its crew) is not considered
collocational.
- Predicate adjectives + to + infinitive
These adjectives occur in two basic constructions with
infinitives.
a. Adjectives with dummy subject “it” such as It was
necessary to work; also possible It was necessary for
him to work (the insertion of prepositional phrase)
-
b. Adjectives with real and animate subject, such as She
is ready to go; or with inanimate subject, such as: It
(the bomb) is designed to explode at certain
temperatures; or with either animate or inanimate
subject: She was bound to find out or it (the
accident) was bound to happen.
- Adjective + that-clause
Some adjectives can be followed by that-clause. For
example:
She was afraid that she would fail the examination
Several adjectives followed by present subjunctive in
formal English are collocational, such as: it was
imperative that we be there.
b. Lexical Collocation
In contrast to grammatical collocations, lexical
collocations do not contain grammatical elements.
According to McCarthy and O‟Dell (2005:12) the types
consist of:
-
a. Adjectives and nouns
Notice adjectives that are typically used with particular
nouns.
- Jean always wears blue or yellow or some other bright
color.
- We had a brief chat about the exams but didn‟t have
time to discuss them properly.
b. Nouns and verbs
Word combinations in these types are nouns and verbs.
For example:
- The economy boomed in the 1990s. (the economy was
very strong)
- The company has grown and now employs 50 more
people than last year.
- An opportunity arose for her to school in America, so
she went and spent a year there.
c. Noun and noun
There are a lot of collocations with the pattern a…of…
- As Sam read the lies about him, he felt a surge of
anger.
- Every parent fells a sense of pride when their child
does well or win something
-
d. Verbs and expressions with prepositions
For example:
- When she split juice on her new skirt the little girl
burst into tears.
- I was filled with horror when I read the newspaper
report to the explosions.
e. Verbs and adverbs
- Jason placed the beautiful vase gently on the window
ledge.
- She does not like to travel with her brother because he
drives recklessly.
- She smiled proudly as she locked at the photos of
her new grandson.
6. Adverbs and adjectives
- They are happily married
- Rio‟s sister was a stunningly attractive woman.
- Harry was blissfully unaware than she was in danger
- I am fully aware that there are serious problems.
-
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
The study used mixed forms of research design (Nunan, 1993: 6);
specifically the exploratory-quantitative-statistical research design. It
means that the study is non-experimental in nature, while the type of data
yielded by investigation is a quantitative one. In addition, the study was
analyzed using a statistical analysis. In this case, the researcher will make
claims about the population based on the data obtained from the sample of
that population (Nunan, 1993: 28). The participants of this study involved
only the subjects in Sixth Semester of English Department Students of
STAIN Salatiga. For a better understanding, the following section is about
population and sample followed by the data collection procedures.
B. Population and Sample
According to Kranzler and Moursund (1999: 77) population
can be defined as “a large… group about which some information is
desired”. Besides that, in Encyclopedia of educational evaluation,
population is “a set (or collection) of all elements possessing one or more
attributes of interest”. In this respect, the population is the features of sixth
of Sixth Semester of English Department Students of STAIN Salatiga in
the mastery of reading comprehension and their collocational knowledge.
The total numbers of the students are 156.
-
In another case, sample is defined as a part or a representative of
the population that is investigated (Arikunto, 2002: 109). Accordingly, the
subjects taken here are 30 students of Sixth Semester of English
Department Students of STAIN Salatiga. From these sample, hopefully,
could give some data or information that supports the study.
Further, the sampling technique taken up uses random sampling.
Based on Arikunto (2006:134-142) Random sampling is the sample that
mix the subject into the population.
Secondly, with at least 6 semesters formal English studying in the
university, the students must have learned a certain number of collocations
and would have had many opportunities to practice them. Moreover, this
sampling takes a random sampling by the reason that there is no
differentiation of the participants engaged in this study as to gender, level
of intelligent, etc. Therefore, all participants have the same privileges,
although by the fact that there are the subjects who are not all smart, not
all medium, and not all poor.
After highlighting the kind of method and the technique used, the
following passage will then explain the steps or the procedures of
collecting the data.
-
C. Data Collection Procedures
This passage will concern more about the ways or steps the data
are collected beginning from the preparation to analyzing the data.
1. Preparing the Instrument
In preparing the instrument, the researcher use test as a tool of
instrument, specifically the objective test that includes multiple
choices. The reason is that by this type of test, it is intended at getting
scoring quickly and without any judgment and subjectivity (Maskar,
2008). The test cover the reading comprehension test and the test that
measures the knowledge of collocation. For the collocation
knowledge, this study use the McCarthy and O‟Dell (2005, 12)
collocation categories. The example below is the collocation model
that will be used for this study.
a. Adjectives and nouns
Notice adjectives that are typically used with particular
nouns.
- Jean always wears blue or yellow or some other bright
color.
- We had a brief chat about the exams but didn‟t have time to
discuss them properly.
b. Nouns and verbs
Word combinations in these types are nouns and verbs.
For example:
-
- The economy boomed in the 1990s. (the economy was
very strong)
- The company has grown and now employs 50 more
people than last year.
- An opportunity arose for her to school in America, so
she went and spent a year there.
c. Noun and noun
There are a lot of collocations with the pattern a…of…
- As Sam read the lies about him, he felt a surge of
anger.
- Every parent fells a sense of pride when their child
does well or win something
d. Verbs and expressions with prepositions
For example:
- When she split juice on her new skirt the little girl
burst into tears.
- I was filled with horror when I read the newspaper
report to the explo
e. Verbs and adverbs
- Jason placed the beautiful vase gently on the window
ledge.
-
- She does not like to travel with her brother because he
drives recklessly.
- She smiled proudly as she locked at the photos of
her new grandson.
f. Adverbs and adjectives
- They are happily married
- Rio‟s sister was a stunningly attractive woman.
- Harry was blissfully unaware than she was in danger
- I am fully aware that there are serious problems.
In addition, the tests (the items) that measure subjects‟ mastery of
reading comprehension will be taken from TOEFL (Barron‟s (11th
edition,
2004). The tests will include the questions such as main ideas, scanning for
detail, referential, inferential, vocabulary and exception.
Both the test were given to Sixth Semester of English Department
Students of STAIN Salatiga at the same time. The test was held on
February 24, 2015. Based on the result, therefore, items of collocation tests
that will be used are 20 items. Meanwhile, items of reading comprehension
test that will be used are 20 items. The coverage of the tests will be shown
as follow.
-
Table. 6. Coverage of Reading Comprehension Test
No Coverage Frequency Percentage Scores
1.
2.
3.
4.
5.
6.
Main Ideas
Scanning for Detail
Referential
Inferential
Vocabulary
Exception
1
4
4
1
8
2
5%
20%
20%
5%
40%
10%
0,5
2
2
0,5
4
1
Total 20 100% 10
Table. 7. Coverage of Collocation Test
No Coverage Frequency Percentage Scores
1.
2.
3.
4.
5.
6.
7.
8..
Verb + Noun
Adjectives + Noun
Verb + Adverb
Verb + Preposition + Noun
Verb + Adjectives + Noun
Noun + Verb
Noun + Noun
Adverb + Adjectives
8
3
1
1
2
3
1
1
40%
15%
5%
5%
10%
15%
5%
5%
4
1,5
0,5
0,5
1
1,5
0,5
0,5
Total 20 100% 10
-
2. Testing the Subjects
The subjects are 30 students of the Sixth Semester of English
Department Students of STAIN Salatiga. The testing process covers
two tests: collocation test and reading comprehension test. Both tests
spend the time for 90 minutes. The testing process will be in the same
day, so that it will be easier to manage the subjects.
3. Analyzing the Data
The data that have been collected were then processed. The
data were processed in several steps. The first step, the scores and the
averages were calculated. In the second step, the process revealed the
normality of the distribution of both the data. And then the last step
was finding out the correlation between the two variables, measuring it
and then interpreting it as to significant or not. To begin with, the first
step was calculating the scores that each student had.
As has been stated, the scoring of the tests was used to find out
the average of the tests. The result of the average will then be used to
measure the subjects‟ mastery of both tests: reading comprehension
and the knowledge of collocation. To calculate the average will use the
formula following:
Table. 8. The Formulation of Average
∑
= Mean x (collocation knowledge)
= Mean y (reading comprehension)
-
∑
∑x = The sum of x scores
∑y = The sum of y scores
N = The number of participants
By finding out the average, it interpreted to what extent is the
mastery of reading comprehension and the knowledge of collocation
the students have. To determine the mastery and the knowledge level
of the students, the result is based on the criteria made by Harris
(1969: 134) who classifies the range of scores with its probable
class performance. The classification is as follow:
Table. 9. Classification of the Range of Score
Test Scores Probable Class Performance
8 – 10
6 - 7,9
5 - 5,9
0- 4,9
Excellent
Good
Average
Poor
The next process to be completed with after having known the
levels of students‟ mastery of reading comprehension and the level
knowledge of collocation, is computing the correlation.
-
The computation employed will use Pearson product-moment.
The formula will look like this:
(∑ ) (∑ )(∑ )
√[ ∑ (∑ ) [ ∑ (∑ )
r = Correlation coefficient X and Y variables (variable
X and variable Y
N = The numbers of pairs of
measurements.
∑= Sum
Meanwhile, for the data that is not normally distributed, the
computation must use Spearman Correlation for Ranked Data. The
formula will look like this.
∑
( )
D = The difference between each pair of ranks
= The square of those differences
n = The number of pairs of rankings
Both formulations are different in nature, so are the
computation. By using Pearson product-moment, after it has been
found that the data are normally distributed, the data can be inserted to
the formulation of correlation. Meanwhile, by using Spearman
formula, the data that has been found not normally distributed must be
-
ranked firstly before inserting to the formula. It is done by converting
them to the rank data by using Microsoft Excel program 2007.
After the result has been obtained, the next step is to determine
whether or not there is a correlation of the two variables. Knowing if
there is a correlation or not is by consulting the result to the level of
significance. Both formulations (Pearson and Spearman correlation)
have each level of significance.
For the formulation using Pearson will be determined by level
of significance of Pearson. On the other hand, if using Spearman
correlation, the interpretation of (correlation coefficient) will be
based on the table of critical values of Spearman‟s ranked correlation
coefficient ( ). However, both of them will fall on the point at the
level of significance .05 since this value is commonly used in social
science. The difference is on the choice when entering and locating the
table of significance that related directly to the numbers of the target
subjects being involved (N).
In Spearman, locating the level of significance will be the
same with the total numbers of the subjects being studied. So, if the
numbers of subjects (N) is 30, the level of significance will be in that
row.
-
In contrast, with Pearson correlation, N must be subtracted
firstly by 2 to find out df (df= N– 2), which stands for degrees of
freedom. For example, if the subjects being involved (N) are 30
people, finding out the level of significance must be in the table of
significance at item number 28 (since 30-2 is 28). Still at the same
row, the value of significance, especially in this study, is exactly at the
intersection with the level of .05 at the above column.
After locating the value, it will come into mind whether there
is a correlation or not. If the value of r is equal or higher than the
value of significance, it means that the two variables can be said
significantly correlated and vice versa.
After finding out whether there was a significant correlation or
not, the next step was interpreting and discussing the findings which
are elaborated in the next chapter. The findings will be interpreted in
the light of reading theories that have been previously discussed.
-
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
In this chapter the writer presents the way to calculate the score of
students‟ mastery on collocation and the score of their reading
comprehension achievement.
There are two variables that will be analyzed in this graduating
paper namely:
1. Independent variable (X) is the students‟ lexical knowledge
of collocation in Sixth semester of STAIN Salatiga in the academic
year of 2014/2015
2. Dependent variable (Y) is the students‟ reading
comprehension in Sixth semester of STAIN Salatiga in the academic
year of 2014/2015
The analysis of data is the answer of the problem of the research.
As mentioned in Chapter I, the problems are:
1. What is the profile of the students‟ lexical knowledge of
collocation in Sixth semester of STAIN Salatiga in the
academic year of 2014/2015?
2. What is the extent of the students‟ reading comprehension in
Sixth semester of STAIN Salatiga in the academic year of
2014/2015?
-
3. What is the influence of the students‟ lexical knowledge of
collocation in their reading comprehension in Sixth semester of
STAIN Salatiga in the academic year of 2014/2015?
Table. 10. The score of collocation and reading comprehension
No. Name Score of Collocation ( X)
1. Aang Hunaify 6
2. Aditya Wahyu P. 5
3. Ahmad Chudori 8,5
4. Aisyah Ambalika 6
5. Amalia Ismayanti 7
6. Anwar 5
7. Artanti Isnaeni F. 8
8. Asifah Aulia Lutfiyah 6
9. Atina Vina Muna 6
10. Ayu Wintari 5,5
11. Badariyah 6
12. Deni Angga Saputri 8
13. Diana 6
14. Dona M.S 6
15. Faisal A.Y 8
16. Ifticha S.S 7,5
-
17. Imam 5
18. Latifah L. 7
19. Lisna Oktavia 7,5
20. M. Anas Sofyan 6,5
21. M. Faisal A. 7
22. Mukminatul Afifah 6,5
23. Nofi Z.N 6
24. Nurul Fajri 7
25. Ratih 6
26. Rif‟an N.R 8
27. Sekar 6
28. Wahyu F.S 6
29. Willy R.P 7,5
30. Zaenal Arifin 6
Total 196,5
-
No. Name Score of Reading Comprehension (
Y)
1. Aang Hunaify 8,5
2. Aditya Wahyu P. 6,5
3. Ahmad Chudori 9,5
4. Aisyah Ambalika 7
5. Amalia Ismayanti 7
6. Anwar 7
7. Artanti Isnaeni F. 9
8. Asifah Aulia Lutfiyah 6
9. Atina Vina Muna 8
10. Ayu Wintari 6,5
11. Badariyah 7,5
12. Deni Angga Saputri 9
13. Diana 7
14. Dona M.S 8
15. Faisal A.Y 9
16. Ifticha S.S 8
17. Imam 8,5
18. Latifah L. 8,5
19. Lisna Oktavia 8
20. M. Anas Sofyan 7
-
21. M. Faisal A. 7,5
22. Mukminatul Afifah 8
23. Nofi Z.N 8
24. Nurul Fajri 8
25. Ratih 7,5
26. Rif‟an N.R 9,5
27. Sekar 7,5
28. Wahyu F.S 7
29. Willy R.P 8,5
30. Zaenal Arifin 6,5
Total 233,5
1. Finding out the Average of Collocation Score and Reading
Comprehension Score
To calculate the average will use the formula following:
∑
= Mean x (collocation knowledge)
= Mean y (reading comprehension)
∑
∑x = The sum of x scores
∑y = The sum of y scores
N = The number of participants
-
∑
∑
7.78
By finding out the average, it will be interpreted to what extent
is the mastery of reading comprehension and the knowledge of
collocation the students have. To determine the mastery and the
knowledge level of the students, the result will be based on the criteria
made by Harris (1969: 134) who classifies the range of scores
with its probable class performance.
-
The classification is as follow:
Test Scores Probable Class Performance
8 – 10
6 - 7,9
5 - 5,9
0- 4,9
Excellent
Good
Average
Poor
This result shows that the students of Sixth semester of STAIN
Salatiga in the academic year of 2014/2015 have a good level in
mastering the collocation with grade 6.55 and the level of reading
comprehension is good with grade 7.78.
2. Finding out the Correlation between students’ knowledge of
collocation and their mastery of reading comprehension
In this research, the researcher uses the correlation product
moment to get the correlation between students‟ knowledge of
collocation and their mastery of reading comprehension.
-
A squared and multiple of X and Y table is used the writer to
facilitate in the process calculation.
No. Name Score of
Collocation ( X)
X2
1. Aang Hunaify 6 36
2. Aditya Wahyu P. 5 25
3. Ahmad Chudori 8,5 72,25
4. Aisyah Ambalika 6 36
5. Amalia Ismayanti 7 49
6. Anwar 5 25
7. Artanti Isnaeni F. 8 64
8. Asifah Aulia Lutfiyah 6 36
9. Atina Vina Muna 6 36
10. Ayu Wintari 5,5 30,25
11. Badariyah 6 36
12. Deni Angga Saputri 8 64
13. Diana 6 36
14. Dona M.S 6 36
15. Faisal A.Y 8 64
16. Ifticha S.S 7,5 56,25
17. Imam 5 25
-
18. Latifah L. 7 49
19. Lisna Oktavia 7,5 56,25
20. M. Anas Sofyan 6,5 42,25
21. M. Faisal A. 7 49
22. Mukminatul Afifah 6,5 42,25
23. Nofi Z.N 6 36
24. Nurul Fajri 7 49
25. Ratih 6 36
26. Rif‟an N.R 8 64
27. Sekar 6 36
28. Wahyu F.S 6 36
29. Willy R.P 7,5 56,25
30. Zaenal Arifin 6 36
Total 196,5 1314,75
No. Name Score of Reading
Comprehension ( Y)
Y2
1. Aang Hunaify 8,5 72,25
2. Aditya Wahyu P. 6,5 42,25
3. Ahmad Chudori 9,5 90,25
4. Aisyah Ambalika 7 49
-
5. Amalia Ismayanti 7 49
6. Anwar 7 49
7. Artanti Isnaeni F. 9 81
8. Asifah Aulia Lutfiyah 6 36
9. Atina Vina Muna 8 64
10. Ayu Wintari 6,5 42,25
11. Badariyah 7,5 56,25
12. Deni Angga Saputri 9 81
13. Diana 7 49
14. Dona M.S 8 64
15. Faisal A.Y 9 81
16. Ifticha S.S 8 64
17. Imam 8,5 72,25
18. Latifah L. 8,5 72,25
19. Lisna Oktavia 8 64
20. M. Anas Sofyan 7 49
21. M. Faisal A. 7,5 56,25
22. Mukminatul Afifah 8 64
23. Nofi Z.N 8 64
24. Nurul Fajri 8 64
25. Ratih 7,5 56,25
26. Rif‟an N.R 9,5 90,25
-
27. Sekar 7,5 56,25
28. Wahyu F.S 7 49
29. Willy R.P 8,5 72,25
30. Zaenal Arifin 6,5 42,25
Total 233,5 1842,25
No. Name Score of
Collocation
( X)
Score of Reading
Comprehension (
Y)
XY
1. Aang Hunaify 6 8,5 51
2. Aditya Wahyu P. 5 6,5 32,5
3. Ahmad Chudori 8,5 9,5 80,75
4. Aisyah Ambalika 6 7 42
5. Amalia Ismayanti 7 7 49
6. Anwar 5 7 35
7. Artanti Isnaeni F. 8 9 72
8. Asifah Aulia
Lutfiyah
6 6 36
9. Atina Vina Muna 6 8 48
10. Ayu Wintari 5,5 6,5 35,75
11. Badariyah 6 7,5 45
-
12. Deni Angga
Saputri
8 9 72
13. Diana 6 7 42
14. Dona M.S 6 8 48
15. Faisal A.Y 8 9 72
16. Ifticha S.S 7,5 8 60
17. Imam 5 8,5 42,5
18. Latifah L. 7 8,5 59,5
19. Lisna Oktavia 7,5 8 60
20. M. Anas Sofyan 6,5 7 45,5
21. M. Faisal A. 7 7,5 52,5
22. Mukminatul Afifah 6,5 8 52
23. Nofi Z.N 6 8 48
24. Nurul Fajri 7 8 56
25. Ratih 6 7,5 45
26. Rif‟an N.R 8 9,5 76
27. Sekar 6 7,5 45
28. Wahyu F.S 6 7 42
29. Willy R.P 7,5 8,5 63,75
30. Zaenal Arifin 6 6,5 39
-
To calculate the correlation will use the formula following:
(∑ ) (∑ )(∑ )
√[ ∑ (∑ ) [ ∑ (∑ )
r = Correlation coefficient X and Y variables (variable
X and variable Y
N = The numbers of pairs of
measurements.
∑= Sum
N = 30
∑X = 196,5 (∑X)2= 38612,25
∑Y= 233,5 (∑Y)2 = 54522,25
∑X2= 1314,75 ∑Y
2= 1842,25
(∑XY) = 1547,75
(∑ ) (∑ )(∑ )
√[ ∑ (∑ ) [ ∑ (∑ )
= ( ) ( )( )
√[ [
=
√[ [
-
=
√[ [
=
√[
=
[
= 0,6989
The result of calculating the correlation between students‟
mastery on collocation and their reading comprehension is 0.6989.
From the interpretation of r value, 0.6989 is between 0,600 -
0,800. It indicates that the correlation between students‟ lexical
knowledge of collocation and their reading comprehension in Sixth
semester of STAIN Salatiga in the academic year of 2014/2015 is high.
Table. 11. Interpretation of r value
The r value Interpretation
0,800 – 1.00 Very High
0,600 – 0,800 High
0,400 – 0,600 Fair
0,200 – 0,400 Low
0,000 – 0,200 Very low
(Arikunto, 2002:245)
-
B. Discussion
The first discussion in this graduating paper is the profile of the
students‟ lexical knowledge of collocation in Sixth semester of STAIN
Salatiga in the academic year of 2014/2015. The data gained by the
multiple choices testing that consist of 20 items. The highest score is 8.5
and the lowest score is 5 of the interval 1-10. The researcher concludes the
students of Sixth semester of STAIN Salatiga in the academic year of
2014/2015 have a good level in mastering the collocation with grade 6.55.
The second discussion is the extent of students‟ reading
comprehension of Sixth semester of STAIN Salatiga in the academic year
of 2014/2015. The data gained by the multiple choices testing that consist
of 20 items. The highest score is 9.5 and the lowest score is 6 of the
interval 1-10. Finally the researcher concludes that the students‟ reading
comprehension of Sixth semester of STAIN Salatiga in the academic year
of 2014/2015 good with grade 7.78.
The last discussion is the correlation between reading
comprehension and the knowledge of collocation using Pearson product-
moment, the result of calculating the correlation between students‟ mastery
on collocation and their reading comprehension is 0.6989. From the
interpretation of r value, 0.6989 is between 0,600 - 0,800.
-
It indicates that the correlation between students‟ lexical
knowledge of collocation and their reading comprehension in Sixth
semester of STAIN Salatiga in the academic year of 2014/2015 is high. It
can be concluded that there is a significant positive correlation between
knowledge of collocation and reading comprehension in sixth semester of
STAIN Salatiga in the academic year of 2014/2015. The significant
correlation is shown by the correlation coefficient r = 0,6989.
-
CHAPTER V
CLOSURE
A. Conclusion
Projecting the result of the study, can be summarized the students
of Sixth semester of STAIN Salatiga in the academic year of 2014/2015
have a good level in mastering the collocation with grade 6.55 and the
level of reading comprehension is good with grade 7.78 according to
Harris‟ classification of the range of score. Therefore, the average of
students‟ reading comprehension is higher than the average of
mastering collocation (7.78 > 6.55).
After computing the correlation between reading comprehension
and the knowledge of collocation using Pearson product-moment, it can be
concluded that there is a significant positive correlation between
knowledge of collocation and reading comprehension in sixth semester of
STAIN Salatiga in the academic year of 2014/2015. The significant
correlation is shown by the correlation coefficient r = 0,6989. The
significant correlation is, in fact, in line with many theories of the
relationship between collocation and reading comprehension.
Some of the theories highlighted here maintain that the place of
collocation in reading is in lower or basic components of reading abilities.
It‟s role in reading is as an important aspect at interpreting the discourse of
connected text through cohesive bonds among words. This cohesion will
further lead to a better coherence of the text that is making sense the
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message being delivered. In addition to cohesion and coherence,
collocation is also as a central aspect of learning vocabularies and will
certainly increase the effectiveness and comprehensiveness of language
skills.
B. Suggestion
Collocation has given considerable contribution to the language
learning. As the current study investigated the subjects‟ knowledge of
collocation and reading comprehension, several recommendations are
proposed. First, a strong relationship was found between the knowledge of
lexical collocation and reading comprehension among the Indonesian
university EFL students. In the current study, the research taken is
nonexperimental in nature and used only a simple type of tests to elicit the
subjects‟ knowledge of collocation. Besides, the type of collocation in the
study makes use the lexical collocation. Future study may investigate the
collocation (grammatically and lexically) in a more well-systematic design
in eliciting the subjects‟ data experimentally.
In addition, future studies can also find out the study between the
collocation and any language skills: writing, speaking, and listening. In
this case, it can provide a better understanding of the connection between
Indonesian EFL students‟ collocational knowledge and their general
English proficiency.
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Further, as has been suggested by Hsu and Chiu (2008), the role of
collocation in second language acquisition and teaching is not yet been
fully understood. Therefore, it still needs to be done collectively on the
possibility of the relationship between the acquisition of lexical
collocation (also grammatical collocation), and EFL learners‟ language
skills, both in the level of school students and university.
Lastly, collocation is one of the important roles in creating
cohesion in a discourse (spoken and written), and will further lead to
coherences of the message delivered. In addition, collocation is a
determinant factor of the meaning of the words and will certainly increase
the effectiveness and comprehensiveness of language skills. Therefore, it
is highly recommended that teachers introduce the vocabulary to the
students in combinations, not as individual word. This is for the reason
that the meaning of a word meaning will be different in different contexts,
and collocation is probably the one that decides the meaning of that word.
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