A CORRELATION STUDY BETWEEN VOCABULARY MASTERY AND LEARNING MOTIVATION TOWARD READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 1 SRAGEN IN ACADEMIC YEAR OF 2016/2017
| Main Authors: | Herlina, Fatmawati, Dr. H., Giyoto, M. Hum. |
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| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.iain-surakarta.ac.id/1332/1/PDF%20FULL%20TEXT.pdf http://eprints.iain-surakarta.ac.id/1332/ |
Daftar Isi:
- ABSTRACT Herlina Fatmawati. 2017. A Correlation Study between Vocabulary Mastery and Learning Motivation toward Reading Comprehension of the First Grade Students of SMA Muhammadiyah 1 Sragen in Academic Year of 2016/2017. Thesis. English Education Department, Islamic Education and Teacher Training Faculty. Advisor : Dr. H. Giyoto, M. Hum Keyword : Students’ reading comprehension, Students’ vocabulary mastery, Students’ learning motivation The objectives of the research are : 1) to find out whether there is significant correlation between vocabulary mastery and reading comprehension, 2) to find out whether there is significant correlation between learning motivation and reading comprehension, 3) to find out whether there is significant corelation between vocabulary mastery and learning motivation toward reading comprehension. This research is a correlation study. Techniques of collecting the data are by using written test and questionnaire. The population is all of the first grade students of SMA Muhammadiyah 1 Sragen. In the process of collecting data, the researcher used proportionate stratified random sampling to get the sample. The researcher took 30% of population as the sample. So the researcher took nine students randomly in all classes of the first grade students of SMA Muhammadiyah 1 Sragen. There are nine classes of the first grade students of SMA Muhammadiyah 1 Sragen. The total sample is 81 students. The result of this research showed that there was significant correlation between vocabulary mastery and reading comprehension. It can be seen from the result of correlations. The significant (p-value) < α, 0.000 < 0.05. Rxy was 0.620. It meant that vocabulary mastery and reading comprehension had correlation. The level of correlation had strong correlation, because Rxy is in range 0,60-0,799. The increasing vocabulary mastery followed increasing of reading score. Then, there is significant correlation between learning motivation and reading comprehension. It can be seen from the result of correlations. The significant (p-value) < α, 0.000 < 0.05. Rxy was 0.634, it meant that students’ learning motivation and students’ reading comprehension had strong correlation because Rxy is in range 0,60-0,799. The increasing of students’ learning motivation followed increasing of reading score. Then, there was significant correlation between vocabulary mastery and learning motivation toward reading comprehension. The result of significant Fchange was 0.000 < 0.05, it meant that vocabulary mastery, learning motivation and reading comprehension had correlation. Rxy was 0.679, it meant that vocabulary mastery, learning motivation and reading comprehension had strong correlation because Rxy is in range 0,60-0,799.