THE CORRELATION BETWEEN THE EIGHTH GRADE STUDENTS

READING HABIT AND VOCABULARY MASTERY AT SMPN 18 KOTA

TANGERANG

Submitted in Particular Fulfillment One of the Requirement for Getting the

Bachelor Degree in English Education

Research Proposal

By:

Aribiyansyah

1388203156

ENGLISH EDUCATION STUDY PROGRAM

TEACHERS TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF TANGERANG

2017
 APPROVAL SHEET

Name : Aribiyansyah

Students Number : 1388203156

Departement : English Education Study Program

Title : The Correlation Between The Eight Grade Students

Reading Habit and Vocabulary Mastery at SMPN 18 Kota

Tangerang

This is Mini Thesis has already been approved by the advisors to follow the

Seminar Proposal.

Tangerang, May 5th , 2017

Advisors Team, Signature

Advisors I,

Euis Yanah Mulyanah, M.Pd

NBM: 1146118

Advisors II,

M.Iqbal Firdaus, M.Hum

NBM: 1211189

The Head of the English Study Program

Abdurrosyid,SS,.M.EIL

NBM : 1146110
 ACKNOWLEDGEMENT

Alhamdulillahirabbilalamiin thanks to the Almighty Allah. In the

name of Allah SWT, the most Beneficent and the most Merciful. Praises to be

Allah SWT, the Almighty and Lord of world, so that the researcher can finish

thesis as a partial fulfillment of the requirement for the graduate degree. Peace

and blessing be upon to our prophet and messenger, Muhammad SAW, his

families, his companion and his followers. In addition, this thesis would not

be finished without support and others helps. In this chance she would like to

express her gratitude and appreciation to:

1. Mr. Dr. H. Achmad Badawi, S.Pd., S.E., MM the Dean of the

Muhammadiyah University Tangerang.

2. Mr. Dr. Enawar, S.Pd, MM the Dean of Teachers Training and Education

Faculty

3. Mr. Abdurrosyid, S.S., M.EIL, the Head of English Education study

program of the Faculty of Teachers Training and Education

Muhammadiyah University of Tangerang.

4. Mrs. Euis Yanah Mulyanah, M.Pd as first advisor and Mr. M. Iqbal

Firdaus, M.Hum as a second advisor.

5. All lecturers of English Education study program, who taught and educate

the researcher during her study at Muhammadiyah University of

Tangerang.
 6. My beloved family, my father (M. Ali Samsuar), my mother

(Yusmidawati), my sister (Puspa Juwita) and my brother (Falah Kurnia

Adha) who always gives inspiration and motivation to continue this study.

7. For amazing friends Arif Gusti Prasetyo, Moch. Alaika Asadul Husein

Berta Rina, Alma fikhasari, Dede Muchsin, especially for Gerakan Bawah

Sumur (Dinda Fujiyaningsih, Anom Giri Putranto, Dede Sulaeman, M.

Chairil Anwar, Danang Setiawan), and all of member SVT (Squad Verza

Tangerang) for prays and support until the researcher can finish this

research.

8. Headmaster and the teachers of SMPN 18 Kota Tangerang.

9. For my best friends in A1 class in English Teachers training and education

faculty, who always gives support until researcher finish this research.

10. Last but not least, those who cannot be mentioned one by one, who have

supported the researcher to finish this thesis.

Finally, I appologize profusely if in the preparation of this proposal thesis there

are a lot of mistakes. Hopefully, this proposal thesis can be useful especially for

the author of this proposal and general for readers.

Tangerang, May 5th, 2017

The Researcher

Aribiyansyah
NPM :13.88.203.156
 TABLE OF CONTENTS

COVER

APPROVAL SHEET i

ACKNOWLEDGEMENT iii

TABLE OF CONTENT v

LIST OF APPENDIXES vii

CHAPTER I INTRODUCTION

A. Background of the Problem 1

B. Identification of the Problem 5

C. Limitation of the Problem 6

D. Formulation of the Problem 6

E. Objectives of the Problem 6

F. The significant of the Problem 6

CHAPTER II THEORETICAL FRAMEWORK, CONCEPTUAL

FRAMEWORK AND HYPHOTESIS

A. Theoritical Description

1. Vocabulary Mastery 8

a. Definition of Vocabulary 8

b. Kinds of Vocabulary 9

c. Assessing of Vocabulary 13
 2. Reading habit 16

a. Definition of Reading 16

b. Kinds of Reading 17

c. Definition of Habit 19

d. Definition of Reading Habit 21

e. Purpose of Reading Habit 22

f. Aspect of Reading Habit 24

g. Advantage of Reading Habit 26

B. Relevant Study 27

C. Conceptual Framework 29

D. Hypothesis 29

CHAPTER III RESEARCH METHOD

A. The Place and Time of the Research 30

B. Research Method 31

C. Population and Sample 32

D. Techniques of Data Collecting 34

E. Research Instrument 36

1. Dependent Variable (Y) 36

2. Independent Variable (X) 41

F. Statistical Hypothesis 51
 G. Technique of Data Analysis 51

REFERENCES 59
 CHAPTER I

INTRODUCTION

A. Background of Problem

English is one very important lesson; because English is the

language most used in the world or is called multinational languages.

According to Branson and Goodwyin (2005, pg. 1) English is vitally

important and typically it is described as the most important of all school

subjects, principally because reading, writing, speaking, and listening are

needed to a greater or lesser degree in every other school subject, and for

adult life. Many countries chose English as their second language, it is

much too difficult to learn but if we learn it step by step then the English

language and even then it will slowly become personal consumption to us,

for example in the field of communication, economics, politics, education,

science, technology and other. Many factors influence the success of

learning, such as, the teacher and the learner.

In the Learning of English, there are many things that people have

to know, such as speaking, reading, writing, vocabulary, and listening.

Psychologically many factors influence the success of learning, such as,

the teacher and the learner. Beside those four language skills above, there

are four aspects that support them such as; grammar, vocabulary, spelling
and pronunciation that must be taught in English teaching and learning

process.

Reading is one of the skills contained in English language learning,

reading is actually easy to do but, Acorrding to Harmer (1998, p.63)

reading is useful for other purposes too: any exposure to English

(provided the students understand it more or less) is a good thing for

language students. By reading, the students would acquire a variety of

information that has not previously been obtained. They read the more

information they obtained. Many benefits are derived from reading.

Therefore, students must do so on the basis of need, not because of a

compulsion. If students are reading on the basis of need, then he would get

all the information he wants. This skill is more important than speaking

and writing but for some students that reading is very difficult or boring a

lot of factors that make students dislike the skill, such as; because they

often find difficult words, words that are unfamiliar, so make them

confused and did not want to continue reading, they are confused because

it doesn't ever want to accustom himself to read and when it gets difficult

and unfamiliar words they would not seek to know what it means so that it

is the one who's been ingrained so that students lack the vocabulary so

their vocabulary knowledge is a little thing that makes these same skill

reading this feels boring.

 We all know that reading is a process of thinking. Reading is a

very complex and complicated process that involves some factors

influential upon each other. The students have skills in inferential reading

comprehension, so the researcher has opinion that reading habit in English

supports the students to be able to comprehend the text. That is the reason

the researcher wants to show that reading habit is very important to

support inferential reading comprehension. Reading is also an activity that

is active receptive language. It is said to be active because in the act of

reading there is really an interaction between reader and writer, and said to

be receptive because the reader acts as receiver of the message in a

correlation of communication between writer and reader directly. For

students, reading is also instrumental in knowing various kinds of

advanced science and technology continues to evolve. Through reading,

advances in science and technology can be known and understood before

it can be applied.

In Indonesia, many students still have difficulties in reading

English textbook or others. It makes reading and writing ability in English

of the most Indonesian students are poor, it caused by some factors. One

of the factors is the students are not interest in reading and they not have

reading habit.

The teacher have to give him explain how important to learn

English, what is the benefit and what is use for and the teacher give
motivation to the students to make the students can learn English well. As

the teacher, we must make the situation of the class comfortable for the

students, such as we make some games in the learning process or use

media that really to make the students easily to get the knowledge from the

teacher.

Teaching English is not done successfully. Many students are not

able to use English as expected by curriculum. In teaching, the teacher

hoped not only to transfer knowledge but also increase students interest

and habit especially in reading. Developing habit in reading closely related

to students motivation for reading. We have known that motivation is one

of the internal factors that can motivate students in learning especially in

reading.

Another problem of students to comprehend English is lack of

vocabulary. Vocabulary is the basic of learning English, vocabulary is the

most basic skill of learning English but still many students in finding

difficult or unfamiliar words they don't know the meaning, is actually an

awful lot of media to get their new vocabulary including; watch movies

with English sub title, listen to the songs lyrics in English, and also

perhaps the habit of reading any English-language book, provided that the

till will definitely add to their vocabulary, why vocabulary it was

important because the vocabulary is not just a way of getting to know the

meaning of words but also how to pronounce the vocabulary so that we

 will understand the meaning and pronunciation of the vocabulary. Because

of that vocabulary become one of important English skills that we have to

study because if we do not study it, we cannot know understand what we

see, listen or read. Vocabulary has connected with reading, speaking,

listening and writing. So, if we cannot increase our vocabulary mastery so

we cannot increase our skill automatically. The students has a problem to

learning English because the students has low motivation and some

students thought that English is not important to learn it because they are

not using in their activity and many factors that give effect by students are.

From the illustration above, the researcher concludes that reading

becomes a habit is not an easy one. It needs long process, some exercise

and a strong motivation from the reader to make reading as a habit. So

based on the background the researcher would make the research with the

title The Correlation Between The Eighth Grade Students Reading Habit

and Vocabulary Mastery at SMPN 18 Kota Tangerang in academic years

2016/2017.

B. Identification of Problem

1. The students are less interested in English lesson especially on reading

2. The students are lack of vocabulary

3. The students never make reading as a habit

4. The students are think English learning is not important to learn

C. Limitation of Problem

In this scope this study focuses on using students reading habit has

correlation between students vocabulary mastery. The researcher limits

the study only by reading habit has correlation between the eighth grade

students and vocabulary mastery at SMPN 18 Kota Tangerang

D. Formulation of Problem

Based on the limitation of problem, the researcher identifies the

formulation of problem is there any correlation between the Eighth Grade

Students Reading Habit and Vocabulary Mastery at SMPN 18 Kota

Tangerang in academic years 2016/2017?

E. Objectives of Problem

The objective of this study is to find out is there any correlation

between the Eighth Grade Students Reading Habit and Vocabulary

Mastery at SMPN 18 Kota Tangerang in academic years 2016/2017.

F. Significance of the Research

1. The Theoriticaly
The result of this research hopefully can be used to improve
reading skill and vocabulary mastery the students, especially on
students reading habit in English and vocabulary mastery skill.
2. The practically
The researcher has some significance. There are for students,
teachers, school, for researcher and other researcher.
a. For a researcher

The researcher can know how students reading habit have a

correlation with students vocabulary mastery.

b. For a students
The students reading habit that can increase their ability in
English skill especially in reading and vocabulary mastery.
c. For a teachers
The teachers can understand and know about the students
needed when they learn English especially reading.
d. For a school
School can support what is facilities used in learning

English, especially reading.

e. For the institution

The institution can know how this research has correlation

students reading habit and students vocabulary mastery and the

other researcher can evaluate it.

 CHAPTER II

THEORITICAL FRAMEWORK, CONCEPTUAL

FRAMEWORK AND HYPOTHESIS

A. Theoretical Description

1. Vocabulary Mastery

a. Definition of Vocabulary

Vocabulary is very important English teaching and

learning. If the learners do not know the meaning of the words,

they will have difficulties in understanding what they see, read, and

learn. According to Ur (2009, p.60), Vocabulary can be defined,

roughly as the words we teach in the foreign language. Their

vocabulary will increase if they read more words.

McCarthy on Mohammadi, Alavinia and Pouyan journal

(2012, p.495) states that vocabulary is the center of communication

in foreign languages therefore we must understand the various

words that are always used, if we cannot use the word then the

communication will not happen.

According to Silverman and Hartranft (2015, p.4)

Vocabulary is central to both reading and writing development, but

it serves other academic purposes as well. In order to understand a

lecture, make a presentation, or draft a report, being able to

 understand and use advanced vocabulary is necessary. In fact,

formal education is dependent on language, and vocabulary is

necessary for learning in school. To gain knowledge and interact

with information about the wide range of content area topics

introduced in school, vocabulary knowledge is critical

From all those definition it can be concluded that

vocabulary mastery is very important in learning to everyone. With

vocabulary mastery, if we can manage the word correctly in

communication, so we can make communication with the others

and make them understand what we said or talked.

b. Kinds of Vocabulary

In language learning its kinds of vocabulary as well as parts

of speech such as noun, pronoun, verb, adjective, adverb,

preposition, conjunction and interjections. but only to the extent

that if we only focus on the noun and the verb because the

vocabulary of the most widely encountered in the dictionary.

According to Thornburry (2002: 3-10) He explains that

there are six types of vocabulary:

1) Word classes; this term may be better known in the field of

morphology and syntax, but we know this as part of speech that

are; noun, pronoun, verb, adverb, preposition, conjunction.

2) Word families; this term also more popular in the field of

morphology and syntax, the kind of vocabulary that one is

about the additive or a shift in the term from of a word.

Example:

Play plays - played: inflected

Play replay playful: derivatives

3) Word formation; in English there are several types of

formations or combined from words such as:

Compounding: second-hand, word processor,

typewriter

Blending: information + entertainment = infotainment

Conversion: I always google every information I need.

The word google is actually converted ito a noun but a

verb.

Clipping: electronic mail = email, influenza = flu

4) Multi-word units; most of these types of vocabulary that one

form of phrasal verbs and idioms, for example:

Look for, look after, wipe off, throw on: Phrasal Verbs

Famous last word, eat your words, jack me around:

Idioms
5) Collocations; This one kind of vocabulary that can be

interpreted as the frequency of two or more words together.

Example: this week, once more, once again, as well.

6) Homonyms; homonyms are words that have the same shape but

different in meaning. Example: well = well, well, healthy.

7) Left = left, departs. A different type such as homophones; the

same sound, different meanings and homograph; the same

article different meanings including this one species.

The second language learners generally will absorb reading

vocabulary first, before they get vocabularies from listening and

speaking. Learning vocabulary is important for when learning

foreign language.

According to Montgomery (2007) state that, vocabulary can

be devined into four kinds:

1) Listening Vocabulary

Listening vocabulary is the vocabulary that we get in

the womb of our mothers by detecting ambient noise. When we

reach the adult stage we already understand about 50,000

words.
2) Speaking Vocabulary

Speaking vocabulary is the word commonly used when

people talk but vocabulary is relatively 5000-10000

vocabulary only during the conversation. Fewer than

listening vocabulary.

3) Reading Vocabulary

Reading vocabulary is the second largest vocabulary for

each we read we can find a new vocabulary that is not used in

speaking vocabulary.

4) Writing Vocabulary

Writing vocabulary is obtained when someone writes to

expression themselves, generally for expression right

themselves orally, but in vocabulary write just the right words

are used.

From all those definition it can be concluded that so

many kinds of vocabulary from the many experts, so we know

that the acquisition of vocabulary that since we are in the

womb until we grow up.

c. Assessing Vocabulary

The purpose of vocabulary assessment is not only to

make decisions about what individual learners have

achieved in a teaching/ learning content but also to advance

our understanding of the processes of vocabulary

acquisition.

According to Richards (1976) and Nation (1990) on

Read (2000, p. 92) list multiple components of word

knowledge, including spelling, pronunciation, grammatical

from, relative frequency, collocations and restrictions, on

the use word as well as the distinction and productive

knowledge.

There are many different types of vocabulary testing

technique, according to Ur (2009, p.71-72) there are some

technique for vocabulary testing among others:

1) Multiple - choice

Note that only denotative meaning is tested. The test does

not need to know the words connotation, spelling,

pronunciation, grammar, or how they would be used in context.

Multiple - choice questions are tricky and time- consuming to

compose, but, if the answer are clear and very quick and easy

to mark.
2) Matching

Matching items are quicker and easier to compose than

multiple choice; but more that the last option if the learner

has all the other rights become obvious. This problem can be

corrected by the provision of more items in column B than in A

3) Odd one out

Only meaning is being tested, and you have no way of

being sure that all the items are known. But this is at least more

interesting to do, and usually easy to mark.

4) Writing sentence

Spelling and pronunciation of the items are not tested, but

most the others aspects are. This is a bit boring to do, and

difficult to mark objectively, but does check the testees

knowledge fairly well.

5) Dictation

Dictation is tests aural recognition and spelling only.

However, if learners can recognize and spell an item correctly

they probably also know what it means: it is extremely difficult

to perceive, let alone spell, words you do not know. A

relatively easy test to administer and check.

6) Dictation translation

This is checks if students know meaning and spelling only.

There is the problem that the mother tounge translation may

be inexact or misleading; but if it is a reasonable equivalent

then this is a very quick easy and convenient test to administer

and check.

7) Gap - filling

This test meaning, spelling, to some extent grammar and

collocation. But testiest may write down possibly acceptable

items that are not in fact the originals, or what you intended.

8) Gap - felling with a pool of answer

Meaning is tested here, also to some extent grammar and

collocation.

9) Translation

Translation can test all aspects of an item, but there is the

usual difficulty of finding exact equivalents across languages,

and it may be tricky to mark.

10) Sentence completion

This test denotative meaning only; but is personalized and

interesting to do and read.

In conclusion there are twelve ways to vocabulary tested.

2. Reading Habit

a. Definition of Reading

Reading is one of the skills contained in English language

learning there are a lot of definitions of reading; many experts have

differently defined the meaning of reading.

According to Nunan (2005, p.69) Reading is a set of skills

that involves making sense and deriving meaning from printed

word. It means that reading is a process to establish the readers

comprehension which involves making sense and deriving

meaning from printed word with different purposes.

Green on Annamalai and Muniandys journal (2013, p.32)

Reading is a way to get better knowledge of ones own

experiences and it can be an exciting journey to self-discovery.

Reading transfers experiences to the individual so that the reader

may expand ones horizons, identify, extend and intensify his or

her interest and gain deeper understanding of the world.

Panigrahi and Panda, 1996 and Eyre, 2005 on Chettri and

Routs journal (2013, p.13) both agree Reading is the art of

interpreting printed and written words, the most effective process

of conscious learning which influences the extent and accuracy of

 information, as well as the attitudes, morals, beliefs, judgement and

action of readers.

From all those definition it can be conclude that reading is

one of skills learning English language or activity in getting

information and knowledge, and acquire the language vocabulary

as well, it means that reading is a process to understand the text

context and to get information.

b. Kinds of Reading

According to Brown (2004) the types of reading divide into four

types, there are;

1) Perceptive

In keeping with the set of categories specified for listening

comprehension, similar spesifications are offered here, except

with some differing terminology to capture to capture

uniqueness of reading. Perceptive reading tasks involve

attending to the components of larger stretches of discourse;

letters, words, punctuation, and other graphemic symbols.

Bottom-up processing implied.

2) Selective

The category is largely an artifact of assessment formats. In

order to ascertain ones reading recognition of lexical,

 grammatical, or discourse, features of language within a very

short stretch of language, certain typical tasks are used picture-

cued tasks, matching, true/false, multiple choices, etc. stimuli

include sentences, brief paragraphs, and simple charts and

graphs. Brief responses are intended as well. A combination of

bottom-up and top-down processing may be used.

3) Interactive

Include among interactive reading types are stretches of

language of several paragraphs to one page or more in which

the reader must in a psycholinguistic sense, interact with the

text. That is reading is a process of negotiating meaning; the

reader brings to the text a set of schemata for understanding it,

and intake is the product of that interaction. Typical genres that

lend themselves to interactive reading are anecdotes, short

narratives and descriptions, excepts from longer texts,

questionnaires, memos, announcements, directions, recipes,

and the like. The focus of an interactive task is to identify

relevant features (lexical, symbolic, grammatical, and

discourse) within texts of moderately short length with the

objective of retaining the information that is processed. Top-

down processing is typical of such as tasks, although some

instances of bottom-up performance may be necessary.

4) Extensive

Extensive reading, as discussed in this book, applies to

texts of more than a page, up to and including professional

articles, essays, technical reports, short stories, and books. (it

should be noted that reading research commonly refers to

extensive reading as longer stretches of discourse, such as

long articles and books that are usually read outside a

classroom hour. Here that definition is massaged a little in

order to encompass any text longer than a page.) The purposes

of assessment usually are to tap into a learners global

understanding of a text, as opposed to asking test-takers to

zoom in on small details. Top-down processing is the

assumed for most extensive tasks.

In concluding, there are four types of reading; perceptive,

selective, interactive, and extensive. From these types the

researcher knows part of reading and how to use it to improve

reading ability.
c. Definition of Habit

Habit is one of the manifestations of learning behavior

according to Muhibbinsyah (2010, p. 116) manifestation or

manifestations of learning behaviors are more often seen in the

changes as follows: 1) a habit; 2) skills; 3) observation; 4)

associative thinking and memory; 5) rational thinking; 6) attitude;

7) inhibition; 8) appreciation; and 9) the effective behavior, every

student who has undergone a process of learning, habits will seem

to change.

According to Burghardt (1973) on Muhibbinsyah (2010,

p.116-117) habit arises because the process of shrinkage response

tendencies by using repeated stimulation. In the process of

learning, habituation also includes the reduction of unnecessary

behavior. Because the process of shrinkage / reduction of this,

emerged a new pattern of behaving relatively sedentary and

automatic.

Apart from being one of the manifestations of learning

behavior, habits also is one of the internal factors of student

learning difficulties at school and at home in the learning process

in terms of accepting or to absorb the lessons of learning or both.

According to Sabri (2007, p.89) that there are internal

factors on students that is a factor of intellectual ability; affective

 factors such as feelings, interests, motivation; maturity to learn;

study habits; the ability to remember and senses the tool's ability to

see, hear.

From all those the definition it can be conclude habit is not

only as one of the manifestations of learning behavior, but also

habits is one of the internal factors of student learning difficulties

at school and at home in the learning process.

d. Definition of Reading Habit

Beside learning reading strategies, readers learn good

reading habits. These behaviors should come naturally, just like

eating everyday. If students understand why it is important to

implement this list, theyre more likely to take on these challenges

eagerly.

Clark and Rumbold, 2006 on Chettri and Routs journal

(2013, p.13) both agree Reading habit is an important tool for the

development of personalities and mental capacities of individuals.

In addition to personal and mental developments, reading is an

access to social, economic and civic life. Moreover, all reading

patterns in terms of emotional response enhance emotional

satisfaction of individuals.
 Sangka eo, 1999 and Shen, 2006 on Chettri and Routs

journal (2013, p.13-14) both agree that the habit of reading refers

to the behavior, which is expressed in such reading and reading

tastes. With their efforts, these researchers have discovered that

reading habits are correlated with gender, age, educational

background, academic performance and professional growth.

According to Gardner (2012, p.32) habit is an abstract

theory, in habit theory there is no single correct definition. In habit

people are repeated action without concerning why this self-

concept must happen.

From all those definition it can be conclude Reading habit

is an important thing that must be owned by everyone, because it

will refer to the mental, behavior, mindset, and emotional

individual, this reading habit should not only have one circle, but

the young to old must have it.

e. Purpose of Reading habit

There are some reading habits purposes which have either

positive or negative result. According to Ochanya (2010), they are

grouped into four segments they are; hobbial, recreational,

concentration, and deviational.

1) Hobbial

A hobby is an activity that creates joy and satisfaction

in doing it. The purpose of reading habit as a hobby make a

reader knowledge in so many areas, such as an educational,

politics, religious, and economic. This purpose of reading habit

not only makes one satisfied but also positive. Unlike others

hobbies, reading is one of the most recommended one to shape

readers personality skill.

2) Recreational

A good reading habit for recreational makes the reader

acquire more knowledge in the classroom. Reading for

relaxation is aimed to cool the readers brain and to avoid

mental fatigue; the example activities on reading for relaxation

are reading newspaper and magazine.

3) Concentration

One of the reading habit purposes is concentration.

Concentration means the readers acknowledge their reading

process to understand the meaning of a passage. Reading for

concentration is recommended for use in school by

stakeholders; this reading habit purpose shows positive result in

students achievement in school.

4) Deviational
 The last purpose of reading habit is deviational. This is the

only reading habit which has a negative norm, the reader

sometimes pretend to read, and deviates from the actual

reading. This is should be avoided by the students. If this

reading habit attitude acquired by the students, it may lead to

loss of interest in the acquisition of knowledge (p. 231-235).

Based on the definition can be concluded that there are four

purposes of reading habit, including are: hobbial, recreational,

concentration and deviational.

f. Aspect of Reading Habit

There are some aspect of Reading Habit according to Nell and

Victor (1998) both agree they are grouped into six aspects, they

are;

1) Reading habit is a repeated performance.

Unthinking routines that form the bedrock of everyday life

and automated response disposition that are cued by aspect of

the performance context (i.e.,environment, preceding actions).

They are learned through a process in which repetition

incrementally tunes cognitive processors in procedural

memory.
2) Motivational analysis of reading

A spontaneous reading is a legitimate goal of reading

research, therefore, is to specify the motivational structure of

this complex activity the needs it promises to satisfy and the

rewards it mediates. The readers reinforcement are to be found

not in the word and phrases of the book, but in the cognitive

events that result from the interaction between book and reader.

3) The Frustation Index

This index can be seen as an indirect measure of motive

strength to engage in reading habit at the inception of reading.

4) Reading Span

Reading Span can be seen as an indirect measure of motive

strength during reading.

5) Vehicle of Reading Habit

Any kind of reading matter can serve as the vehicle for

reading habit: a torn scrap of newsprint, a magazine, a novel, or

a text book on asubject that the reader finds engrossing. The

reading of light fiction, most usually in book form, is of special

interest for at least three reasons: (1) fiction reading for most of

the pleasure readers (Nell,1985), (2) the experience of being

lost in a book, in absorption or entrancement, is most strongly

associated with the reading of fiction and of narrative

 nonfiction(Wolfe, 1975). (3) Since the eighteenth century the

reading of fiction, unlike the other kinds of reading, has been

the target of merciless critical asceticism and has ever been

regarded as additive.

6) Reading as the form of play

Pleasure reading is a form of play. It is free activity

standing outside ordinary life; it absorbs the players

completely, is unproductive and takes place within

circumscribed limits of place and time (Caillois, 1961;

Huizinga, 1938/1950). Reading habit is therefore a useful

descriptor of pleasure reading, reminding one that it is at root a

play activity and usually paratelic, that is, pursued for its own

sake (Apter,1979).

Based on the definition can be concluded that there are

six aspects of reading habit, including are: Reading habit is a

repeated performance, Motivational analysis of reading, The

Frustation Index, Reading Span, Reading as the form of play,

and that aspects will be used by researcher as reference to make

questionnaire.
 g. Advantage of Reading Habit

There are so many advantages that the students can absorb.

Reading habit is the powerful and long lasting tool in the

development of students academic success. The implication of

applying reading as habitual activity is students can expand the

knowledge, and increase focus and concentration.

According to Thanuskodi (2011, p.1) The impact of reading

in peoples live extraordinarily widespread. A reader can learn a

new word, can be introduce to new facts, he can become

knowledge about the whole and he can stimulated to both taught

and emotion.

Based on the definition, the advantages of Reading Habit

are can broaden the knowledge of what he has read, can affect

more reading interest, and also affect the reader's emotional.

B. Relevant of Study

Kurniasih (2016) in her research with the title The Correlation

between Students Reading Habit and Students Reading Comprehension

at the eighth grade students at Mts Nurul Falah Kutabumi. She find out

positive significant correlation between students reading habit and their

reading comprehension. In other word, his research accepted.

 Rahmayuni Wulandari (2016) in her research with the title. The

Correlation between Students Reading Habit and Students Reading

Comprehension Ability in the first grade of SMP PGRI 1, Gunung

Pelindung, East Lampung. She find out positive correlation students

reading habit with students reading comprehension ability.

Doni Anggoro Ari Santoso (2014) in him research with the tittle

The Effects of Reading habit and Vocabulary Mastery

Towards Students Speaking Skill. The results of his research he

concluded that the role of teachers in motivating and and encourage

students to make reading as their habit, and to practice and develop

vocabulary them.And, of course, things are going to affect student

achievement. So, they will be more confident in providing information and

share their ideas.

From the previous researches above, they show that there are

correlations between the students reading habit and vocabulary mastery.

For the first, second and third researches in the data collection technique

there were no significant differences, especially for reading habit using the

questionnaire and for reading comprehension the first and second research

using the reading comprehension test, for the third sresearch in data

collection for vocabulary mastery using test Vocabulary and to measure

the speaking skill also use the test as well.

 The conclusion is that for the first and second researches there is

no significant difference especially in the data collection techniques

because the two researches are almost identical in content, but significant

differences are found in the third study where reading habit and

vocabulary mastery influence in students' speaking skill, whereby In

measurement techniques for reading habit is no different from first and

second research by using questionnaire but for vocabulary mastery and

speaking skill using test.

For this research the correlation between the eighth grade students'

reading habit and vocabulary mastery the researcher, in data collection

techniques on reading habit using questionnaire and for vocabulary

mastery using test, the conclusion of this research is not much different

from previous research with sample referring the eighth grade students.

C. Conceptual Framework

The research is about the correlation between students reading

habit and vocabulary mastery meaning that the researcher wants to find

out the whether there is significant correlation between students reading

habit and their vocabulary mastery or not is assumed that if somebody has

good reading habit, he or she is supposed the researcher to have good

vocabulary mastery.
D. Hypothesis

H0 : There is no correlation between the eighth grade students reading

habit and their vocabulary mastery at SMPN 18 Kota Tangerang in

academic years 2016/2017.

H1 : There is correlation between the eighth grade students reading

habit and their vocabulary mastery at SMPN 18 Kota Tangerang in

academic years 2016/2017.

 CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The research of the study was held at SMPN 18 Kota Tangerang, it is located

on Komplek Perumahan Poris Indah Blok G Kel. Cipondoh Indah, Kota Tangerang,

Banten . This research started on and July 2017 at VIII grade.

Tabel 3.1

Table of Schedule for Research Paper

Months

No Activity Academic years 2016/2017

Jan Feb Mar Apr May Jun Jul Aug Sept Oct

1 Title submission

2 Paper proposal

3 Theoretical essay

Seminar paper
4
and Proposal

5 Data collection

6 Data tabulation

7 Writing reports
 and Guidance

8 Final paper

B. Research Method

The kind of research wich used by the researcher is quantitative research,

actually this is a quantitative survey research . According to Sugiyono (2009, p.7)

the quantitative method is called the traditional method, because this method

has been used for a long time so it has been traditionally as a method for

research. This method is called a positivistic method because it is based on the

philosophy of positivism. The data are collected by giving the questionnaires to the

eight grade of SMPN 18 Kota Tangerang about habit in reading and also vocabulary

test.

After that the researcher analyzed the research by using Pearson Corellation

Product Moment to know the result. It is usually used to correlate two variables based

on its correlation coefficient value. It is useful to describe and find out the

significance of the correlation between those two variables, variable X and Y. The

first variable is the students reading habit score which is taken from questionnaire

test will be given; it is considered as independent variable (variable X). The second

variable is their vocabulary mastery which taken by how many vocabularies that they

know from the test will be given, it is considered as dependent variable (variable Y)

Research Design is:

Tabel 3.2
 Research Design

X Y
Description:

X: Reading habit

Y: Vocabulary Mastery

C. Population and Sample

1. Population

The population of the research, the researcher takes the whole students at the

eighth grade of SMPN 18 Kota Tangerang in academic years 2016/2017. The samples

were chosen for observations were only in the second grade there are eleven classes of

second year class. The populations of this research are 391 students at the eighth

grade.

Table 3.3

The Population of Sample

No. Classes Number of Students

1 VIII 1 40
2 VIII 2 40
3 VIII 3 38
4 VIII 4 40
5 VIII 5 39
6 VIII 6 39
7 VIII 7 40
8 VIII 8 39
9 VIII 9 40
10 VIII 10 36
Total of the Students 391
2. Sample

Arikunto (2013, p. 179) said Sample is parts of population. The

researcher use the table Isaac and Michael to determine the sample size.

Table 3.4

Recommended sample sizes for two different precision levels

Population Sample Size Population Sample Size

Size +5% 10% Size +5% 10%

10 10 - 275 163 74

15 14 - 300 172 76

20 19 - 325 180 77

25 24 - 350 187 78

30 28 - 375 194 80

35 32 - 400 201 81

40 36 - 425 207 82

45 40 - 450 212 82

50 44 - 475 218 83

55 48 - 500 222 91

60 52 - 1,000 286 95

65 56 - 2,000 333 97
 70 59 - 3,000 353 98

75 63 - 4,000 364 98

80 66 - 5,000 370 99

85 70 - 6,000 375 99

90 73 - 7,000 378 99

95 76 - 8,000 381 99

100 81 51 9,000 383 99

125 96 56 10,000 385 99

150 110 61 15,000 390 100

175 122 64 20,000 392 100

200 134 67 25,000 394 100

225 144 70 50,000 397 100

250 154 72 10,000 398 100

(Riadi, 2014 p.21)

Based on the table above the researcher has taken sample 80

students at eighth grade of SMPN 18 Kota Tangerang, with

significances level 10%.

D. Technique of Data Collection

In collecting data, the researcher takes it in two ways, questionnaire for

Reading Habit and vocabulary test for Vocabulary Mastery.

1. Vocabulary Test

The researcher gave a test to the students of at SMPN 18 KOTA

TANGERANG. This test focused on the vocabulary test. The test was

used is the multiple choice which can measure the students vocabulary

effectively. The test of vocabulary mastery was an objective test in the

form of multiple choice tests consisting forty (40) items. There were

four options in each item (A, B, C, and D). The researcher took some of

the questions that have significant correlation with the students

compulsory book and many other sources from the internet. To get the

score from vocabulary test the researcher using Guttman scale

according to Sugiyono (2009 p. 96) Scale measurement with this type

will get a firm answer, that is "yes - no"; True - wrong ";" never - never

"; positive - negative" etc. The data obtained can be either interval or

dichotomous (two alternative) data, so if the Likert scale is 3,4,5,6,7

intervals, from the word "strongly agree" to "" strongly disagree ", then

on Guttman scale there are only two intervals of" agree "or" disagree ".

So based on the scale the researchers give 1 score for each item which

is answered correctly and 0 score for the wrong answer. The analysis is

done as on the Likert scale.

2. Questionnaire

In this research, the researcher use the close questionnaire,

because its make easier and more efficient in doing research. The
 questionnaire consisted of twenty (25) questions in the form of multiple

choices. In this part, the researcher asked the students to choose one

option that they agree with the questions would be asked to the students

was about their frequency, motivation, intensity in reading habit. Each

question consisted of five (5) options of the answer: A, B, C, D, and E

which indicated the degree of respondent. To makes easy in

determining the interval of the score of the questionnaire set, all

answers of the questionnaire would be changed become score by using

Likert scale. Based on the Likert scale, the score of each student would

be marked as follows:

a. Score 4, for item A (always)

b. Score 3, for item B (often)

c. Score 2, for item C (sometimes)

d. Score 1, for item D (seldom)

e. Score 0, for item E (never)

Finally, the total scores of students answer in the questionnaire would

represent their reading habit in English.

E. Technique of Data Analysis

1. Dependent Variable (Y) Vocabulary Mastery

a. Conceptual Definition
 Vocabulary is the collection of the words which have meaning

in every word. Vocabulary also all the words that used in foreign

language. By using those words the students can convey what on their

mind in foreign language or English language.

b. Operational Definition

The indicators will be analyzed in this research are, the

students mastering vocabulary which is used in daily activities and real

life to making communication easy with each other in the class, in the

house, and the outdoor.

c. Test Specification of the instrument

Testing vocabulary could make studentss to find out in

knowledge or their achievement tests to vocabulary mastery, Thornbury

(2002, p.129) states that, testing provides a form feedback, both of

students and teachers. So, vocabulary tests can assess the students in

vocabulary mastery. That is the second instrument.

The research instruments play an important role to collect data.

The instrument used in the research is an objective test, and will be

used one type of objective test, which is multiple-choice type can be

scored objectively and can measure learning out come directly. For
 example if the students answer with the right answers 40 numbers, for

scoring the researcher using Guttman scale, for the right answer the

researcher give 1 score and for 0 score for wrong answer.

Table 3.3

Instrument of Vocabulary Test

In this study, the variable y is vocabulary mastery. The researcher will

make the instrument based on the curriculum and syllabus in SMPN 18 Kota

Tangerang. Here are the instruments:

Variable Basic Indicator Form of Number Aspect

Competence Question of Item
Vocabulary To respond 1. Students Multiple 1-20 Cognitive
Mastery meaning and are able Choice (C1)
understanding to Question
the short identify
functional meaning
text of based on
recount and context
Vocabulary narrative 2. Students Multiple 21-30 Cognitive
(C1)
Mastery form. are able Choice
to Question
answer
the
 question
based on
the text
by using
synony
ms word
Vocabulary 3. Students Multiple 31-40 Cognitive
Mastery are able Choice (C1)
to Question
answer
the
question
based on
the text
by using
antonym
s
word.

Total 40

d. Validity and Reliability

1) Validity of the Test

The instrument test should be effective and valid. According to

Arikunto (2013), states valid is a measurement that shows the

validity level of an instrumental (p.211). the instrument can be

 measured in accurate measurements. The formula according to

Arikunto (2013, p. 326) for measuring as follows:

The description:

= Coefficient biserial

Mp = The mean score subject who respondent well to items validity

MI = The mean total

SD = Standard deviation

P= Population of students who answered correctly

Q= the population of students who answered incorrect (q : 1-p)

2) Reliability

In reliability test the researcher which only gave once test to the

students . According to Sugiyono (2013) to get coefficient

correlation the researcher uses The formula of KR-20 as follows

Sugiyono (2015, p.359):

2
= { }
( 1) 2

Descriptions:
 k =Total items in instrument

st 2 = Variants total

pi = Proportion of the number of subjects who

answered correctly in item 1

qi = 1 - pi

2. Independent Variable (X) Students Reading Habit

The independent variable of this research is about students reading

habit.

a. Conceptual Definition

According to the theory, reading habit is the process of

behavior that goes unconscious and become automatic that

means that you are acquired habit. Students with good reading

habit will follow the learning process and enjoy it. It makes

them easier to understand the material particularly in learning

English.

b. Operational Definition

Indicators are taken from Nells (1998, p.6-50) theory

about the reading habit aspects, there are: Reading habit is a

repeated performance, Motivational analysis of reading. The

 Frustation Index, Reading Span and Reading as the form of

play.

c. Test specification of the Instrument

In this research, the researcher distributed the questionnaire

to the students to know their reading habit score. In determining

students score, the researcher used closed questionnaire in

which the respondents ticked the available responses provided

in the questionnaire. The questionnaire used five alternatives

based on 32 the Likerts Scale Types (Wade, 2006). Likerts

scale was used to measure attitude, opinion, perception based on

certain object or phenomenon. In this research, the items in the

questionnaire were written in Indonesian. It was done in order to

make easier the respondents to answer the questions. The

questionnaire were given to the students consist of three

indicators. The indicators are taken from Victor Nells theory

about reading aspects, they are: Reading habit is a repeated

performance, Motivational analysis of reading, The Frustation

Index, . Reading Span, Vehicle of Reading Habit, Reading as

the form of play.

The questionnaire consists of 20 items. In this part, the

researcher asked the students to choose one option that they

 want. It means that the answers must reflect their personality or

their real life about their frequency of reading habit in English,

when they were reading, and what they were reading. The

researcher used five options of the answer in order to the answer

more effective reading reflecting the respondents life.

To make it easy to determine in interval of the score of the

questionnaire sheet, all answers of the questionnaire were

changed into score by using Likerts Scale (Wade, 2006). The

table of specification of questionnaire are summarized below:

Table 3.4

The outline of the Reading Habit Questionnaire

Basic Indicators Sub Indicators Item Number Positive Negative Item

Competence statement statement Amount

1. Reading 1.1. Unthinking 1, 2, 3, 4, 5, 6 1, 2, 5, 6 3, 4 6

habit is a routines that form

repeated the bedrock of

Psychological
performance. everyday life.
Theories
1.2. Automated

response

disposition that are

 cued by aspect of

the performance

context (i.e.,

environment,

preceeding

actions). They are

learned through a

process in which

repetition

incrementally

tunes cognitive

processors in

procedural

memory

2. 2.1. A 7, 8, 9, 10, 11, 12 9, 10, 11, 7, 8 6

Motivational spontaneous 12

analysis of reading is a

reading legitimate goal of

reading research,

therefore, is to

specify the

motivational
 structure of this

complex activity

the needs it

promises to satisfy

and the rewards it

mediates. The

readers

reinforcement are

to be found not in

the word and

phrases of the

book, but in the

cognitive events

that result from the

interaction

between book and

reader.

3. The 3.1. An 13, 14 13 14 2

Frustation uncomfortable

Index: This feeling of finding

index can be that there is no

seen as an book to read.

indirect

measure of

motive

strength to

engage in

reading habit

at the

inception of

reading.

4. Reading 4.1. Time for the 15, 16 16 15 2

Span can be reader to spend in

seen as an reading.

indirect

measure of

motive

strength

during

reading.

5. Vehicle of 5.1. Any kind of 17, 18, 19 17, 18, 19 - 3

Reading reading matter can

Habit serve as the

vehicle for reading

habit: a torn scrap

of newsprint, a

magazine, a novel,

or a text book on

asubject that the

reader finds

engrossing. The

reading of light

fiction, most

usually in book

form, is of special

interest for at least

three reasons: (1)

fiction reading for

most of the

pleasure readers

(Nell,1985), (2)

the experience of

being lost in a

book, in

absorption or

entrancement, is
 most strongly

associated with the

reading of fiction

and ofnarrative

nonfiction(Wolfe,

1975). (3) Since

the eighteenth

century the

reading of fiction,

unlike the other

kinds of reading,

has been the target

of merciless

critical asceticism

and has ever been

regarded as

additive.

6. Reading 6.1. Pleasure 20,21,22,23,24,25 20, 21, 23, 24,25 6

as the form reading is a form 22,

of play of play. It is free

activity standing

outside ordinary
life; it absorbs the

players

completely, is

unproductive and

takes place within

circumscribed

limits of place and

time (Caillois,

1961; Huizinga,

1938/1950).

Reading habit is

therefore a useful

descriptor of

pleasure reading,

reminding one that

it is at roota play

activity and

usually paratelic,

that is, pursued for

its own sake

(Apter,1979)
 (Adapted from Maula, 2010)

d. Validity and Realibility

1) Validity of the Questionnaire

To get the validity of questionnaire, the items were

classified based on the theory of Nell and Victor (1988). The

questionnaire consists of 20 items. In this part, the researcher asked

the students to choose one option from five options by Likert scale.

The answers must reflect their personality or their real life about

reading amount of books, their frequency in reading, non academic

reading, motivation in academic reading and the motivation in

family environment. After we get the result of guessing the

questionnaire then we put into the following formula.

(Arikunto, 2013 p. 213)

Notifications:

rxy = correlation variable x and y

xy = sum of multiple variables x and y

x = sum of score each item

y = sum of constant score

 N = sum of research subject

2) Reliability of the Questionnaire

The researcher also analyzed is the instrument reliable or not.

Will be used Alpha Croanbachs, a test can be said reliable if the

implementation of several measures of the same subject group obtained

the same relative score.

2
11 = [ ] [1 2 ]
1

(Arikunto, 2013 p.239)

Description :

r11 = Reliability of the instrument

K = The sum of the questions

2 = Variance grain

2 = Total variance

F. Statistical Hypothesis

The statistic hypothesis as below:

H0: 0

H1: 0

Notification:
 H0= There is no correlation between students reading habit and vocabulary

mastery.

H1= There is the correlation between students reading habit and

vocabulary mastery.

= Correlation of students reading habit and vocabulary mastery.

G. Technique of Data Analysis

In this research is using quantitative survey by using random

sampling, the purpose of this analysis is to know the correlation between

students reading habit and vocabulary mastery at SMPN 18 KOTA

TANGERANG. And these are some technique of data analysis of this

research:

1. Analysis of Centralization Data

a. The calculation of the Average/Mean ( )

(Riadi, 2014 p.45)

Notifications:

Fi = Class Frequency

xi = Class Mid-Point

n = Sample
b. The calculation of Median (Me)

= + (2 )

(Riadi, 2014 p. 47)

Notification:

Lo = Low limit class of median

I = Interval

F = Cumulative frequency / Total before median class

f = Medium class frequency

n = Sample

c. The calculation of mode (Mo)

1
= + 1 ( )
1 + 2

(Riadi, 2014 p. 48)

Notification:

Lo = Low limit class of modus

I = Interval

b1= Differences frequency of class modus with frequency of class

before

b2 = Differences frequency of class modus with frequency of class after

2. The Calculation Standard Deviation for Data Classified

( )2
=
( 1)

(Sugiyono, 2015 p. 58)

3. Assumption of Regression Model

According to Riadi (2014, p.107) analysis regression is as an

analysis about relationship between a variable to another variable which

the variable is fee in order to make estimation or prediction from

variables average. Generally there are two kinds relation among two or

more variable, that we relationship model and regression model. If

wants to know relationship from two variable or more, we can know by

doing regression analysis.

In common formula of regression is:

= +

Notification:

Y = Estimating relationship x and y

a = Intercept of regression

b = Slope of regression

x = Independent variable

4. Test of Data Assumption

Testing of data assumption by conducting the procedure as follows:

a. Normality Test

Data normality test conducted to determine whether the

samples study is normally distribute or not distribute. Normality test

used the Chi Square test.

1) Frequency by using the table as follows:

Table 3.6

Table of Chi Square

Class Wide
No Z F (z) fe fo X2
Limit difference

1 2 3 4 5 6 7

(Riadi, 2014 p.94)

2) Determining chi square count (x2 count)

Chi square count is used to counting whether normal or the

distribution of population data and to prove the hypothesis

which is made.

Formula:

( )2
2 =

 (Riadi, 2014 p.94)

b. Homogeneity test

Determining of homogeneity test of two variant by concluding

the steps (by Fisher Test) as follows:

1) Determining composite of standard deviation

Formula:

2
( )
2
=
1

(Riadi, 2014 p.105)

2) Determining score of F count.

Formula:

2
=
2

(Riadi, 2014 p. 105)

3) Determining score of F table

Formula:

1
= (0,05; )
1

(, 2014 . 105)

Interpreting data homogeneity by comparing Fisher count (f2

count) and Fisher table ( f2 table) with the formula:

 a). if (f2 count) < (f2 table), the data comes the population

that homogeny.

b). if (f2 count) > (f2 table), the data does not come from the

population that homogeny.

c. Test of Regression Linearity

Statistical hypothesis:

H0: Y = + ( )

H1: Y = + ( )

Testing:

=

()
(0,05; )
()

Conclusion:

If Fcount < Ftable than decline HI accept HO, than regression Y into X is

linear.

(Riadi, 2014 p.110-111)

d. Test of Regression Significances

: 0 ( )

: 0 ( )

Testing:
 (/)
=

(/)
(0,05; )
()

` Conclusion:

If Fcount > Ftable than decline Ho accept HI, than regression Y

into X is significance.

(Riadi, 2014 p.111)

e. Test of Correlation

For analyze the correlation between students reading habit

and vocabulary mastery, the researcher using correlation of product

moment if the data is normal and homogeny, but if the data is not

normal the researcher using correlation of rank spearman formula.

a. Formula of product moment

{ } { }
=
( ) 2 ( )2
2 2
{ }{ }

(Riadi, 2014 p.141)

Notifications:

rxy = correlation variable x and y

xy = sum of multiple variables x and y

x = sum of score each item

y = sum of constant score

N = sum of research subject

b. Formula of rank spearman:

6 2
= 1
(2 1)

(Riadi, 2014 p.181)

Notification:

= Coefficient correlation of rank spearman

D2 = Differ rank between two observation

N = Sample
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 APPENDIX

VOCABULARY TEST

Name : _________________

Class : _________________

Choose the correct answer a, b, c, or d.

2. We often watch in the evening

a. Newspaper c. Magazine

b. Radio d. Television

1. After eating or drinking in the

restaurant, you give the bill to the

a. Waiter b. Waitress

c. Cashier d. Manager

3. I often listen some news from the

a. Newspaper c. Magazine
b. Radio d. Television

4. My mother usually slices some

meat with a
7. Ali : What is your fathers job?
a. Stick c. Knife
Boy : He is a He flies the plane.
b. Fork d. Spoon
a. Doctor c. Postman

b. Farmer d. Pilot

5. To protect your head, you need

a. Sandals c. Hat

b. Clothes d. Shoes 8. A makes some food.

a. Teacher c. Chef

b. Doctor d. Lawyer

6. A person who plays

guitar is called

a. Vocalist c. Guitarist

b. Pianist d. Drummer 9. Coca cola, beer, tea and milk.

They are called
a. Vegetables c. Fruits b. Food d. Drinks

b. Food d. Drinks

10. Pizza, noodle, sandwich and

burger. They are called
13. We need to send a letter.
a. Vegetables c. Fruits
a. Glue c. Coin
b. Food d. Drinks
b. Stamp d. Pen

14. Students have to wear uniform

to go to

a. School c. Bed
11. Apple, orange, melon, and b. Mall d. Party
mango. They are called

a. Vegetables c. Fruits
15. What do you use to find a way
b. Food d. Drinks
a. Car c. Map

b. Bicycle d. Shoes

12. Onion, spinach, potato and

tomato. They are called 16. What do you wear to go to bed

a. Vegetables c. Fruits
a. Dress c. Uniform

b. Jacket d. Pajamas Please find out the synonym words

with choose a,b,c or d, below the
underline words.

21. He is fast runner

a. Quick c. energetic
17. Mother needs meat, carrot,
b. Slow d. calm
cabbage and potatoes. She will make

a. Burger c. Noodle 22. I am terrible at mathematics

b. Soup d. Fried rice a. Good c. awful

b. Great d. fantastic

18. Where do people go to send the

letter
23. Have you looked at the
a. Beach c. Zoo invoice?

b. Post office d. Station a. Pen c. sheet

b. Bill d. paper

19. Mr. Dedi is a doctor. He works in

24. Do you think I am stupid?

a. Hotel c. Hospital
a. Dumb c. brilliant
b. School d. Office
b. Intelligent d. fast

20. We are at SMPN 18 Jakarta

25. He never comes on time
a. Students c. Doctors
a. Sees c. goes
b. Artists d. Farmers
b. Does d. arrives
 31. He is tall

26. This toy inexpensive a. Short c. huge

a. Cheap c. expensive b. Big d. long

b. Overpriced d. good

32. It is hot outside

27. The music is loud a. Warm c. cold

a. Soft c. pleasant b. breezy d. stormy

b. Blaring d. catchy

33. This seems like a good hotel

28. I require three big boxes a. brilliant c. great

a. Need c. found b. bad d. dirty

b. Threw d. got

34. She is foolish

29. He has a big house a. Dumb c. idiotic

a. Small c. large b. Brainy d. wise

b. Tiny d. great

35. That seems expensive

30. My girlfriend is very pretty a. Over price c. wealthy

a. Ugly c. beautiful b. Great d. inexpensive

b. Strange d. stupid

36. This house is magnificent

Please find out the antonym words a. Unimpressive c. big

with choose a,b,c or d, below the
b. Small d. gigantic
underline words.
37. Why are you being so
arrogant?

a. Snooty c. humble

b. Stupid d. cunning

38. What about this restaurant?

Its very popular

a. Infamous c. unpopular

b. Dirty d. crowded

39. Do you want to go the

beautiful valley?

a. Ugly c. dirty

b. Filthy d. nice

40. I do not want to live in this

filthy colony

a. Nice c. clean

b. Dirty d. pretty
 APPENDIX

ANGKET PERTANYAAN (QUESTIONNAIRE) TENTANG KEBIASAAN

MEMBACA DAN PENGUASAAN KOSAKATA SISWA

Nama :

Kelas :

Pilihlah salah satu jawaban yang paling b. Sering d. Jarang

sesuai dengan anda (a, b, c atau d)
e. Tidak pernah
1. Apakah anda membaca bacaan yang
berbahasa Inggris?

a. Selalu c. Kadang-kadang 5. Apakah anda membaca buku, majalah,

koran atau bacaan apapun setiap hari?
b. Sering d. Jarang
a. Selalu c. Kadang-kadang
e. Tidak pernah
b. Sering d. Jarang

e. Tidak pernah
2. Apakah anda menyediakan waktu 15-30
menit untuk kegiatan membaca bacaan
yang berbahasa Inggris setiap hari? 6. Apakah anda membaca buku sebelum
a. Selalu c. Kadang-kadang pelajaran dimulai?

b. Sering d. Jarang a. Selalu c. Kadang-kadang

e. Tidak pernah b. Sering d. Jarang

e. Tidak pernah

3. Banyak membaca buku tidak menambah

wawasan saya? 7. Ketika anda sedang bosan, apakah anda
a. Selalu c. Kadang-kadang menganggap bahwa membaca menjadi
salah satu aktifitas yang mengurangi
b. Sering d. Jarang kebosanan anda?

e. Tidak pernah a. Selalu c. Kadang-kadang

b. Sering d. Jarang

4. apakah anda tidak membaca buku ketika e. Tidak pernah

waktu luang?

a. Selalu c. Kadang-kadang
8. Saya tidak menargetkan tujuan ketika a. Selalu c. Kadang-kadang
membaca?
b. Sering d. Jarang
a. Selalu c. Kadang-kadang
e. Tidak pernah
b. Sering d. Jarang

e. Tidak pernah
9. Apakah anda menemukan kesulitan
vocabulary/ kosa kata dalam memahami
bacaan yang berbahasa inggris?
Bayangkan anda sedang berada disebuah
hotel dan saat ini adalah waktu favorit
anda untuk membaca, namun tidak ada
satupun buku/ bacaan disekitar anda.
13. Apa yang anda rasakan?

a. Selalu c. Kadang-kadang a. Mengerikan, merasa tersesat

b. Sering d. Jarang b. Frustasi

e. Tidak pernah c. Kecewa

d. Bingung

10. Apabila anda menemukan kata-kata e. Tidak Peduli

sulit dalam bacaan yang berbahasa Inggris,
apakah anda mencari hubungan makna dan
menyesuaikan dengan konteks kalimat? 14. Lalu apa yang akan anda lakukan?
a. Selalu c. Kadang-kadang a. Tidak melakukan apa-apa
b. Sering d. Jarang b. Berkeliling
e. Tidak pernah c. Memainkan gadget

d. Bertanya apakah ada buku yang bisa

11. Apakah anda mencari buku-buku yang dibaca
lain dari pengarang yang anda sukai? e. Mencari toko buku dan membeli buku
a. Selalu c. Kadang-kadang 15. Ketika anda menemukan bacaan yang
b. Sering d. Jarang tidak anda sukai, apakah anda
menyelesaikan bacaan tersebut?
e. Tidak pernah
a. Selalu c. Kadang-kadang

b. Sering d. Jarang
12. Ketika ingin membaca buku, apakah
anda membaca cover dan halaman pertama e. Tidak pernah
untuk menentukkan buku yang akan anda
baca?
16. Apakah anda membaca beberapa buku e. Tidak pernah
sampai tamat dalam setahun terakhir ini?

a. Selalu c. Kadang-kadang
21. Apakah anda mengisi waktu luang
b. Sering d. Jarang dengan membaca bacaan-bacaan hiburan?

e. Tidak pernah a. Selalu c. Kadang-kadang

17. Ketika anda menemukan sobekan b. Sering d. Jarang

majalah, headline koran, atau judul buku
apakah menarik minat membaca anda? e. Tidak pernah

a. Selalu c. Kadang-kadang

b. Sering d. Jarang 22. Pikirkan apa saja yang telah anda baca,
entah itu buku, majalah, koran dsb, apakah
e. Tidak pernah anda mendapatkan kesenangan tersendiri
ketika membacanya?

a. Selalu c. Kadang-kadang
18. Saat membaca buku apakah anda
merasa hanyut dalam cerita dan ingin b. Sering d. Jarang
segera menyelesaikannya?
Tidak pernah
a. Selalu c. Kadang-kadang

b. Sering d. Jarang
23. Saya lebih memilih menonton TV
e. Tidak pernah daripada membaca?

a. Selalu c. Kadang-kadang

19. Apakah anda merasa membaca novel b. Sering d. Jarang

atau cerita nonfiksi membuat anda
ketagihan? e. Tidak pernah

a. Selalu c. Kadang-kadang

b. Sering d. Jarang 24. Apakah anda berfikir bahwa bermain

lebih menyenangkan daripada membaca
e. Tidak pernah buku?

a. Selalu c. Kadang-kadang

20. Apakah anda berfikir bahwa membaca b. Sering d. Jarang

adalah hal yang menyenangkan?
e. Tidak pernah
a. Selalu c. Kadang-kadang

b. Sering d. Jarang
25. Saya tidak memilih buku yang akan
dibaca secara khusus?

a. Selalu c. Kadang-kadang

b. Sering d. Jarang

e. Tidak pernah

(Adapted from Maula, 2010)