Exploring the Relationship between Junior High School Students’ Vocabulary Mastery and Their Reading Comprehension Achievement

Ayu, Siti Rahma (2026) Exploring the Relationship between Junior High School Students’ Vocabulary Mastery and Their Reading Comprehension Achievement. Undergraduate thesis, Universitas Katolik Musi Charitas.

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Abstract

This study aimed to examine the relationship between vocabulary mastery and reading comprehension achievement among junior high school students. This study employed a quantitative approach with a correlational research design. The data were collected through the Vocabulary Size Test (VST) to measure students’ vocabulary mastery and a researcher-developed reading comprehension test based on the learning materials provided at school. The data were analyzed using the Pearson Product-Moment correlation technique. The findings showed that the students’ vocabulary mastery was generally at the Mid-Frequency Level, indicating that they had sufficient vocabulary knowledge to support their English learning. Meanwhile, their reading comprehension achievement was generally at the Instructional Level, indicating that the students were able to understand most parts of the texts but still required guidance when dealing with unfamiliar vocabulary, complex sentence structures, and implicit information. The findings also revealed a significant positive relationship between vocabulary mastery and reading comprehension achievement. Thus, students with better vocabulary mastery tended to achieve better reading comprehension. However, vocabulary mastery was not the only factor influencing students’ reading comprehension achievement. Therefore, vocabulary development should be an important part of reading instruction to support students in improving their ability to comprehend English texts.

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