vocabulary sufficiency in reading

8/6/2019 vocabulary sufficiency in reading

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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


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).


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


Table 5

Vocabulary Problems in Eleventh Grade Students

Question Part of Speech

Students


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


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


Table 6

Vocabulary Problems in Twelfth Grade Students

Question Part of

Speech

Students


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


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.

vocabulary sufficiency in reading

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