MAHARDIKA HERU SULISTYO ROSANA, 2003512031 (2016) THE CORRELATION BETWEEN STUDENTS’ INTERNAL MOTIVATION AND VOCABULARY MASTERY AND STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION (The Case of the Tenth Grade Students of Senior High School 2 Mranggen Academic Year of 2014/2015). Masters thesis, Universitas Negeri Semarang.

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Abstract

The aim of the study was firstly to investigate the correlation between students’ internal motivation and their achievement in reading comprehension. Secondly, it was also to investigate the correlation between students’ vocabulary mastery and their achievement in reading comprehension. The third was to reveal the level of correlation between students’ internal motivation, students’ vocabulary mastery and their achievement in reading comprehension. The research method used was a quantitative study with multiple linear regressions. Students of the tenth grade of Senior High School 2 Mranggen as the population took part in the motivation, vocabulary and reading comprehension test. The data were analyzed through statistical program of SPSS 17. The result reveals that there is a significant correlation between the students’ internal motivation, vocabulary mastery and their achievement in reading comprehension. The value of correlation coefficient on students’ motivation was R = 0.661 or 66%. It means that motivation has a positive correlation to reading comprehension. While the value of coefficient on students’ vocabulary mastery was R = 0.695 or 70%. It means that vocabulary has a significant correlation to reading comprehension. And the value of coefficient correlation between students’ motivation, vocabulary and their achievement in reading was R = 0.795 or 79%. The conclusion is that both motivation and vocabulary have significant correlation with students’ achievement in reading comprehension. It means that the students’ motivation and vocabulary mastery influence their achievement in reading comprehension. This is in line with the proponents claiming that motivation and vocabulary mastery support better understanding of the passage. It is suggested that the teacher should help motivate and continuously support the students to promote their ability to have better understanding or comprehending the text by improving the large size of vocabulary in teaching-learning process.

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