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CHAPTER I

INTRODUCTION

Reading comprehension is the ultimate goal of reading. It is the ability to process

what is being read and to understand the meaning of a certain text. Meanwhile,

Vocabulary Knowledge is more than just knowing the meaning of a word but also it is

how you use the word appropriately based upon a given context. According to The

Department of Education and Training (DET), focusing on vocabulary is useful for

developing knowledge and skills in multiple aspects of language and literacy. Students

nowadays tend to read but do not entirely understand the meaning behind it

Reading is something that all students should be able to do before they learn new

topics as they study. One thing that is a need for better learning is the familiarization of

different vocabulary words so that comprehension will be easily achieved. This research

aims to gather the demographic data or details to make sure they are the expected

respondents. This also seeks to determine if the students who are part of the research are

aware of the importance of having vocabulary words that they need to progress into

comprehensive learning. Lastly, this research aims to evaluate the importance of

vocabulary in reading comprehension.

According to Wigfield 2016, Reading comprehension plays a vital role in two

main learning perspectives; knowledge acquisition and cognition aptitude cultivation.

Therefore, the current study aims to investigate the correlation between English

vocabulary and reading comprehension among English major students at City College of

Tagaytay.
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Statement of the Problem

This study seeks to analyze the relationship between English Vocabulary and the

Reading Comprehension Among English Major Students in City College of Tagaytay.

Furthermore, it seeks to answer the following questions:

1. What are the demographic profile of the respondents in terms of:

a. Age; and

b. Sex

2. What is the level English Vocabulary of the respondents?

3. What is the level of Reading Comprehension of the respondents?

4. What is the relationship between level of English Vocabulary and level Reading

Comprehension?

Hypothesis of the Study

There is no significant relationship between the English vocabulary knowledge

and reading comprehension of the students.

There is a significant relationship between the English vocabulary knowledge and

reading comprehension of the students.

Significance of the Study

This research is made with the aim to provide enough knowledge with regard to

the relationship between English vocabulary knowledge and the reading comprehension

of English majors. The researchers believe that the following group of people will benefit

from the study:

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Students. This study will be beneficial for them, since, by knowing how English

vocabulary knowledge affects someone's reading comprehension. It could lead to a

deeper understanding of how important to have deep English vocabulary knowledge to a

better understanding of texts.

Teacher. By having this study, the teachers will be beneficial for them in a way that, by

knowing the impact of English vocabulary knowledge to the reading comprehension of

the students, they will be knowledgeable enough to teach more vocabulary for their

students to have a good reading comprehension skills. It also be a key to the teacher's

ongoing development and be an effective educator.

Future Educators. This study will help them to have an idea on how to mold the reading

comprehension skills of their future students by knowing the importance of having a deep

English vocabulary knowledge.

School Administrators. This study will be beneficial for the school administrators for

them have an action plan to solve the problem of the students with low reading

comprehension skills. The school administrators with the help of the faculty members as

they will be the main implementors in imparting to their students the importance of

having deep English vocabulary skills to have better reading comprehension skills.

Future Researchers. This study will serve as a reference for their future research and

improve this study.

Objectives of the Study

This study aims to analyze the relationship between English Vocabulary and

Reading Comprehension Among English Major Students in City College of Tagaytay.

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Specifically, this study aims to:

1. Identify the demographic profile of the students involved in the research in

terms of:

a. Age; and

b. Sex

2. Determine the level of English Vocabulary knowledge of the respondents.

3. Determine the level of Reading Comprehension of the respondents.

4. Determine the relationship between the level of English vocabulary and level

of reading comprehension.

Time and Place of the Study

The study was conducted last April 2023 to present in City College of Tagaytay at

Kaybagal South, Tagaytay City, Cavite.

Scope and Limitation of the Study

This study focuses on the relationship between English Vocabulary and the

Reading Comprehension among English majors in City College of Tagaytay. This

research will limit its coverage in City College Of Tagaytay at Kaybagal South, Tagaytay

City, Cavite due to ease of access with the researchers. The data collection were

conducted to randomly selected first year English major students in City College of

Tagaytay who will represent the population. The main source of the data was the

questionnaire, which is prepared by the researchers. The difference among two variables

are excluded in this research study.

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Definition of Terms

The following terminologies are defined operationally to assist the readers of this

study to better understand the terms they may encounter:

English Vocabulary – it refers to the English words that the students used, known, and

understand.

Reading Comprehension – it refers to ability to read a text, process it, and understand

the meaning.

Theoretical Framework

Reading is a selective process. It involves partial use of available minimal

language cues selected from perceptual input on the basis of the reader’s expectations…

efficient reading does not result from precise perception and identification of all

elements, but from skill in selecting the fewest, most productive cues necessary to

produce guesses… the ability to anticipate that which has not been seen, of course, is

vital in reading.

Goodman’s model is a top-down model of comprehension (Grabe). What this

means is that it presumes that the reading process is guided not by the decoding of letters

and parsing of syntax and semantics, but by a reader’s background knowledge and

expectations. That is, a reader constructs meaning from what s/he already knows and

expects from the text. The model also ascribes great power to the ability to guess and

anticipate. The model opposes the idea that reading involves precise and sequential

parsing of letters and words. Rather, for Goodman, reading entails identifying and
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parsing only a minimal number of letters and words, just enough to produce accurate

guesses at text meaning. According to the model, good readers would skip over several

portions of the text. Thus, in this model a good reader relies on context cues, and poor

readers rely on close letter and word identification.

Pressley supported Goodman’s theory by stating that this is an approach to the

teaching of reading that, in its most extreme form, advocates that reading should not be

taught at all. Instead, learners should simply be given lots of opportunities to interact with

the text. That is, learners learn to read by reading a lot.

Conceptual Framework

This research aims to determine the relationship between English vocabulary and

the reading comprehension among English major students in City College of Tagaytay.

Thus, using this conceptual framework helped the researchers fully explain and achieve

the goals of this research.

INPUT PROCESS OUTPUT

Demographic Profile of Methodology
the Respondents
Creating Relationship between
according to:
Vocabulary Knowledge
Questionnaire
a. Age; and Reading
b. Name; and The survey Comprehension
c. Sex
Distributing the survey
Level of English
Vocabulary Gathering Data
through survey and
Level of Reading questionnaire checklist
Comprehension
Data

Statistical Treatment
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Figure 1: Research Paradigm of the Study

Presented in Figure 1 will be the research paradigm of the study. It shows the

relationship between English vocabulary and the reading comprehension among English

major students in City College of Tagaytay. The respondents will be randomly selected

and will be given a survey questionnaire on the relationship between English vocabulary

and the reading comprehension among English major students in City College of

Tagaytay.

The desired outcome of this research is to determine the relationship between

English vocabulary and the reading comprehension among English major students in City

College of Tagaytay.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes the related studies or literature that support the research gap

and solutions. It includes the Foreign Literature and the Local Literature.

LOCAL LITERATURE:

According to Nyarko et al. (2018), the ability to read and comprehend are

essential skills for students to survive and understand how society works because most

information are presented through text.

Reading Comprehension

Ankrum, Genest, & Morewood (2017) noted that the importance of understanding

the character of effective reading instruction within the tertiary grades can't be overstated.

The capacity to read and comprehend text is connected day by day, however, when it

connects to the educational setting, it has more prominent significance, it leads to

education for life since it impacts connections to the overall personality of the reader.

It is also said by Harris (2017) that one of the most fundamental comprehension

talents is the capacity to locate the principal idea or principal notion of what one reads

that allows you to pick the most vital idea of a mass of phrases, calls for a potential to

distinguish between essentials and nonessentials, among the maximum critical idea and

subordinate details or illustrations. Consequently, the major idea, inference ability

enables freshmen to examine proficiently, properly, and with knowledge whilst

interacting with textual content.

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Supporting the study of Harris (2017), Capellin (2016) stated that the reading

process really occurs when there is reading comprehension. It is a highly important skill

as a complex process which includes various cognitive and linguistic aspects.

English Vocabulary

According to Lessard (2019), he stated that English vocabulary knowledge is

known to be an important part of English language teaching. Without having enough

vocabulary, students will have a hard time communicating and understanding others.

Accordingly, Daug (2018) said that enriching one's vocabulary is also empowering one's

self. All the words contained in a human mind waiting to be used in communication, it

helps one to develop self-confidence.

Meanwhile, the study of Schmitt (2008) will support the said literature from Daug

(2018) that, in order for a learner to be functional in the English language, his/her

vocabulary should range from 8000-9000 word levels that he/she needs for reading

purposes and a range of 5000-7000 word levels for oral discourse purposes – and this

does not always happen for most learners, because the responsibility of vocabulary

learning does not only lie to the learners’ part. Moreover, there is a predominant principle

that learners can maximize their vocabulary learning by being engaged with lexical items.

FOREIGN LITERATURE:

As stated by Lervaaag (2018), vocabulary knowledge in reading comprehension

refers to a kind of knowledge that facilitates text comprehension by single, double, or

more words/characters; semantic meaning identification, providing the possibility of

necessary cognitive capacity for higher-level reading processes. In the year 2019,
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Lawrence also explained that extant literature has shown that vocabulary knowledge

contributes to reading comprehension through semantic meaning identification and

played a collaborator role with inference on sentence meaning comprehension.

According also to Logan and Kieffer (2017), past studies showed that vocabulary

knowledge contributed to reading comprehension process via word semantic meaning

recall (semantic feature of orthographic, morphological, phonological, and pragmatic

characteristics) speed and quality to achieve a mental image from the given text.

According to UNESCO, reading comprehension allows the integration of

knowledge that facilitates training processes and successful coping with academic and

personal situations. In higher education, this reading comprehension has to provide

students with autonomy to self-direct their academic-professional learning and provide

critical thinking in favor of community service.

By the time students enter college, their teachers expect them to be proficient with

word-level reading and reading comprehension skills necessary to acquire information

from complex grade-level texts; however, according to the National Assessment of

Education Progress (NAEP), not more than 67% of students were at or below the basic

level of reading proficiency (Hussar et al., 2020). Results of reader profile studies of

adolescents show that many students with the lowest levels of reading comprehension

also demonstrate difficulties with accurate vocabulary and language comprehension.

Synthesis

Reading comprehension can be defined as the ability to construct meaning through

spoken or written communication. Reading comprehension is the goal of reading

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instruction. Readers must be able to construct meaning and make connections based on

what they know and what they are reading. The more knowledge readers have about a

topic before reading, the more they are able to form connections between what they know

and what they read. Researches has identified vocabulary as one of the five components

of reading instruction. Research indicates the major impact vocabulary has on reading

comprehension. Vocabulary knowledge is critical for students to be successful readers. If

students do not understand the words in a text, they will not be able to comprehend what

they are reading

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CHAPTER III

METHODOLOGY

This chapter provides the methods and procedures that this study utilized. This

includes the research design, population and sampling, respondents of the study, research

instrumentation, data gathering procedure, and statistical treatment of the data.

Research Design

The researchers used a descriptive correlational design, it is a quantitative

research design. It aims to describe the relationship between variables rather than trying

to deduce cause-and-effect connections. This type of research is useful when the

researcher has no control over the independent variables, which are presumed to

influence the outcome variable. Descriptive correlational studies help to understand how

one event is linked to another (Lappe, 2022). The design of the study was chosen by the

researchers to accurately and precisely measure the multiple regression relationship

between two variables. Specifically, the independent variable is Reading Comprehension

and the dependent variable is English Vocabulary. The researchers wanted to investigate

the precise nature of the relationship between these two variables.

Sample and Sampling Technique

The researchers used the Simple Random Sampling Technique. Simple Random

Sampling is a type of probability sampling in which the researcher randomly selects a

subset of participants from a population. The 1st year English major students would be

the primary source of data. The respondents from every section in first-year English
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majors will be given a test to specify the levels of the respondents English vocabulary

and reading comprehension. The researchers will use the Slovin’s formula using 5%

margin of error where n= N/1+Ne² and where n=sample size, N=population size and

e=margin of error. t

Sources of Data

This study used two sources of data: primary and secondary sources. The primary

data sources gathered through the respondents of the study. The researchers will collect

data for the study using questionnaires that were validated by field experts. In addition to

primary data, they will also utilize secondary data sources such as related research or

articles from various websites to investigate the relationship between English Vocabulary

and the Reading Comprehension Among English major students in City College of

Tagaytay. The researchers will also review previous studies on the topic to support or

contradict the findings of this study.

Data Gathering Procedure

Before data collection, the researchers adapted a questionnaire to be presented to

first year English major students to gather the required information for the study. The

respondents were informed that any information obtained would only be used for

research purposes and will be keep strictly confidential. During this stage, the researchers

also obtain the participants' consent indicating their willingness to participate after the

nature of the study was explained to them. The respondents will be given ample time to

answer all questions, and once completed, the results of the test will be collected. The

survey questions will be accessed through printed materials and will be provided by the
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researchers. Afterward, the researchers will then collect the data and will seek assistance

from the statistician for analysis.

Research Instrument

The instrument used in the research is adapted from the website. The research

instrument will have two parts (1) vocabulary test and (2) reading comprehension test.

The Oxford Online English is used to measure the level of vocabulary knowledge of the

respondents and the English Club is to measure the level of reading comprehension of the

students which associates with the aims of this study. The instruments were retrieved

from:

Vocabulary Test : https://www.oxfordonlineenglish.com/english-level-test/vocabulary

There are 15 questions in this vocabulary test that will measure your English

vocabulary knowledge. They cover all levels from elementary (A1) to advanced (C1) in

a random order. The respondents will get their scores at the end of the test.

A1 - Beginner

A2 - Elementary

B1 - Intermediate

B2 - Upper-Intermediate

C1 - Advanced

Reading Test : https://www.englishclub.com/reading/test-start.php

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There are 10 questions that will be answered by the respondents. They will be

given 15 minutes to answer the test and after taking it, the result will determine what the

level of reading comprehension of the students is.

20-35% - Level 1 (Elementary)

40-55% - Level 2 (Lower Intermediate)

60-75% - Level 3 (Upper Intermediate)

80-95% - Level 4 (Lower Advanced)

100% - Level 5 (Upper Advance)

Statistical Treatment of Data

Statistical treatment of data is taking raw data and turning it into something that

can be interpreted and used to make decisions. This process is important for businesses

because it allows them to take customer feedback and turn it into actionable insights.

(Vishak, 2023)

The following statistical test were utilized by the researchers in this study:

1. Frequency and Percentage Distribution

Frequency distribution is an organized tabulation/graphical representation of the

number of individuals in each category on the scale of measurement. It allows the

researcher to have a glance at the entire data conveniently. It shows whether the

observations are high or low and also whether they are concentrated in one area or spread

out across the entire scale. (S Manikandan)

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FORMULA:

f
P= x 100
N

Where:

P - Percentage

f - Frequency

N - Number of Respondents

Reliability and Validity of the Instrument

The instrument used by the researchers will undergo with the reliability and

validity testing with the different experts in field, school and statistician. All of the

questionnaires should be valid and reliable for the researchers to use those questions in

asking the participants about the relationship between English vocabulary and the reading

comprehension among English major students in City College of Tagaytay.

Students reading comprehension skills is a must when they take all the

educational levels. Determining the level of students reading comprehension skills is the

subject of testing and evaluation. Huang and Wu (2013) assert that tests have become

important recently due to their formative assessment roles in facilitating student learning.

Multiple choice tests have an important place in testing and evaluation. Answering

multiple choice requires special knowledge and ability. Therefore, larger the numbers of

question included in tests, the more validity and reliability it will get.

The purpose of vocabulary assessment is to monitor the learner’s progress in

vocabulary learning and to assess how adequate their vocabulary knowledge is to meet
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their communication needs. The vocabulary level test used word definition matching

format to require test takers to match the words to its definition. Rather than giving a

single word that will connect to the question. It measures the knowledge of the

respondents when it comes to their English vocabularies.

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CHAPTER IV

RESULT AND DISCUSSION

This chapter contains the result and discussion of findings

SOP 1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Age frequency Percentage

19 years old 2 2.53 %

20 years old 72 91.14 %

21 years old 5 6.33 %

Total 79 100.00 %

Table 1. Age of Respondents

This table shows the demographic profile of the respondents in terms of age where

91.14% of the respondents has the age of 20 answered the questionnaire, while 6.33% of

the respondents from the age of 21, and 2.53% of the respondents from the age of 19 for

the total of 100%. Therefore most of our respondents came from the age of 20.

Sex frequency Percentage

Male 4 5.06 %

Female 75 94.94 %

Total 79 100.00 %

Table 2. Sex of the Respondents

This table illustrates that demographic profile of the respondents in terms of sex

where female respondents are 94.94% while our male respondents are 5.06% for the total

of 100%. Therefore majority of our respondents are female because it has the highest

percentage 94.94%.
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SOP 2. What is the Level of English Vocabulary of the Respondents?

Score frequency Percentage mean sd Interpretation

13 -15 0 0.00 % 6.95 1.59 Moderate

10 – 12 28 35.44 %

7–9 47 59.49 %

4–6 4 5.06 %

1–3 0 0.00 %

0 0 0.00 %

Table 3. Level of English Vocabulary of the Respondents

Legend:

Score Range Interpretation

12.00 - 15.00 Very High

9.00 - 11.99 High

6.00 - 8.99 Moderate

3.00 - 5.99 Low

0.00 - 2.99 Very Low

The table shows the score of the respondents in English Vocabulary test where

59.49% of the respondents got the score of 7-9, 35.44% got the score of 10-12, 5.06% got

the score of 4-6, and 0.00% got the score of 13-15, 1-3, and 0. The result of English

Vocabulary Test has a mean 6. 95 and standard deviation 1.59. Therefore the Level of

English Vocabulary of the respondents is Moderate. Based on the findings of Temporal

(2011), the students’ proficiency along vocabulary seemed to be the most difficult area

that students develop. It could be inferred that students lack the initiative to enrich their
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word building and that students have not learned to a great extent how to strategize the

learning of vocabulary.

Lessard (2019) also stated that English vocabulary knowledge is known to be an

important part of English language teaching. Without having enough vocabulary, students

will have a hard time communicating and understanding others. Accordingly, Daug

(2018) said that enriching one's vocabulary is also empowering one's self. All the words

contained in a human mind waiting to be used in communication, it helps one to develop

self-confidence.

SOP 4. What is the level of Reading Comprehension of the respondents?

Score frequency Percentage mean sd Interpretation

9 – 10 7 8.86 % 8.91 1.50 Very High

7–8 46 58.23 %

5–6 20 25.32 %

3–4 6 7.59 %

1–2 0 0.00 %

0 0 0.00 %

Table 4. Level of Reading Comprehension of the Respondents

Legend:

Score Range Interpretation

8.00 - 10.00 Very High

6.00 - 7.99 High

4.00 - 5.99 Moderate

2.00 - 3.99 Low

0.00 - 1.99 Very Low

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This table presents the score of Reading Comprehension Test of the respondents

where 58.23% of the respondents has a score 7-8, while 25.32% of the respondents has a

score 5-6, whereas 8.86% of the respondents has a score 9-10, and 7.59% of the

respondents has a score 3-4, and 0.00% of the respondents has a score of 1-2 and 0. The

Reading Comprehension Test has 8.91 mean, and 1.50 standard deviation. Based on the

result of the Reading Comprehension Test, the Level of Reading Comprehension of the

respondents is Very High.

This is proved by the results from local study of Hulia (2003) entitled "Socio

Cultural Knowledge on Cultural Material and the Reading Comprehension of the First

Year College Students", conducted at the University of Mindanao Teachers College

Matina Campus Davao City. Based on the results, the literal level has a mean of 2.84 or

Moderate, the interpretive level with a mean of 3.01 or Moderate, the evaluative level

with a mean of 4.13 or High, and the creative level with a mean of 3.40 or Moderate. The

overall result gleaned that the level of respondents’ Proficiency in reading ranged from

moderate to high.

It is also supported by the study of Capellin (2016) where he stated that the

reading process really occurs when there is reading comprehension. It is a highly

important skill as a complex process which includes various cognitive and linguistic

aspects.
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SOP 5. What is the relationship between the level of English Vocabulary and the

level of Reading Comprehension?

Variables t p Verbal Interpretation

English Vocabulary -3.94 .000 Significant

Reading Comprehension

Table 5. Relationship between the level of English Vocabulary and the level of
Reading Comprehension

This table shows the relationship between two variables, the English Vocabulary and

Reading Comprehension. Based on the results the t-value is -3.94 and p < .001, it means

that there is a significant relationship between English Vocabulary and Reading

comprehension. According to Koda (2007) besides vocabulary knowledge, reading

comprehension is affected by other variables which is supported by Nyarko et al. (2018),

where he stated that the ability to read and comprehend are essential skills for students to

survive and understand how society works because most information are presented

through text.

According also to Ratnawati's (2006) and Valentia's (2017) study results, reporting

the contribution level of vocabulary and mastery of reading comprehension was

categorized as moderate correlation. Logan and Kieffer (2017) also specified how past

studies showed the contribution of vocabulary knowledge to reading comprehension

process via word semantic meaning recall (semantic feature of orthographic,

morphological, phonological, and pragmatic characteristics) speed and quality to achieve

a mental image from the given text.

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings

The survey collected responses from a diverse group of respondents. The majority

of participants, comprising 91.14% of the total sample (72 individuals), were 20 years

old. A smaller percentage, representing 2.53% of the respondents, were 19 years old. In

terms of gender distribution, the data reveals that 94.4% of the respondents identified as

female, accounting for a total of 75 participants. These results underscore the

predominance of 20-year-olds among the participants and highlight a significant gender

imbalance with a higher representation of females in the survey. Further analysis and

interpretation of these findings can offer valuable insights into potential trends or patterns

within the surveyed population.

The analysis of the respondents' reading comprehension levels reveals that a

substantial portion, specifically 58.23%, which corresponds to 46 individuals, fall within

the score range of 7-8. This range likely indicates a relatively strong proficiency in

reading comprehension. The dominance of respondents within this score range suggests

that a significant segment of the surveyed population possesses a commendable ability to

understand and grasp the content they read. This can have positive implications for

various contexts, such as academic performance, information retention, and effective

communication. It also points towards the potential effectiveness of educational programs

or materials aimed at enhancing reading comprehension skills. However, to gain a deeper

understanding of these findings, further investigation could explore the factors

contributing to this particular score distribution. Possible factors might include prior
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educational experiences, reading habits, and exposure to diverse reading materials. Such

insights could guide educators and researchers in tailoring interventions to cater to

different proficiency levels and address potential challenges faced by those outside the 7-

8 score range.

The survey reveals the score of the respondents in test of English Vocabulary

shows that a fundamental total is 59.49% which agree with 47 individuals, drop down

with the respondent has the score 7-9. This result is significantly related to inference

ability that can be improved, level of English Vocabulary of the respondents is moderate.

Consequently, the researcher will have a greater understanding of analyzing the students'

views about learning vocabulary to analyze how they uses those strategies. The findings

showed that the respondents prefer to focused on drills, memorization and enhancing

capability in analyzing. Therefore it measures how many words a respondent knows and

to find their vocabulary.

Conclusions

The researchers concluded that the majority of the respondents who have

participated in this research about the English vocabulary and reading comprehension of

students are mostly 20-year-old individuals and are mostly female. Specifically, 72

respondents are 20 years old and among all of the respondents, 75 are female while only

4 are male who have participated in this research. This could mean that majority of

English Major Students are female and that the availability of the students are those

within the age range of 20 years old. The results of the study indicate a close relationship

between the students' English vocabulary test scores, shedding light on their proficiency
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in this particular linguistic aspect. Among the English major students who participated in

the study, a substantial number demonstrated moderate vocabulary skills. A noteworthy

portion scored in the 7-9 range, followed by a slightly smaller group achieving scores in

the 10-12 range. These findings suggest a consistent pattern of performance that warrants

further examination. The study's outcomes highlight a noteworthy trend among the

English major students in terms of their English vocabulary skills. The fact that 47

students achieved scores within the 7-9 range, closely followed by 28 students scoring

10-12, suggests a cohesive distribution of vocabulary proficiency within this sample. This

pattern indicates that a considerable proportion of students possess a moderate level of

vocabulary mastery.

The clustering of scores in these ranges could reflect a particular pedagogical

emphasis or curriculum design within the English major program. It's also possible that

the tested vocabulary range aligns with the course material covered, influencing the

distribution of scores. While the results suggest moderate vocabulary skills overall, it's

important to recognize that these scores might be influenced by various factors such as

students' prior exposure to vocabulary-building activities, teaching methodologies, and

individual learning preferences. The analysis of the respondents' reading comprehension

scores reveals a significant and encouraging trend in their abilities. A substantial

majority, comprising 58.23% or 46 individuals, achieved scores within the 7-8 range.

This pattern indicates a notably high level of reading comprehension proficiency among

the surveyed students. These results are suggestive of a cohort that excels in

understanding and comprehending written material. It's worth noting that this outcome is

particularly striking when considering the full range of scores that might have been
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possible. The relatively high dispersion of scores, with a concentration towards the upper

end, suggests that a significant portion of respondents have exceeded the anticipated

performance levels, potentially indicating a group of learners with a keen aptitude for

interpreting written information.

The conducted analysis focused on examining the relationship between two

critical variables: English Vocabulary and Reading Comprehension. The statistical

outcomes from this investigation have revealed a meaningful connection between these

two variables. With a calculated t-value of -3.94 and a significance level (p) below .001,

the evidence strongly supports the conclusion that a significant relationship exists

between English Vocabulary and Reading Comprehension. This outcome carries valuable

implications for both education and language development. A strong vocabulary base

appears to contribute to better comprehension skills, suggesting that individuals with a

richer vocabulary are more capable of comprehending and interpreting the nuances

within written texts. This aligns with the notion that a broader lexicon enables individuals

to recognize and understand a wider range of words and concepts, leading to improved

comprehension.

Recommendations

The researchers made the following recommendations for students, teachers,

parents, future researchers, and institution:

Students. They should practice reading because they will learn a lot from it. To

further increase their vocabulary, they should develop a habit to search for words that
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they do not know the meaning. Lastly, they should focus more on learning vocabulary as

it will help them to improve their reading comprehension.

Teachers. They should rule out problems at more basic levels of reading, such as

phonological awareness and decoding. Reading comprehension is likely to be difficult if

a student has trouble processing words in isolation. If a problem exists with phonological

awareness or decoding, target these skills before focusing on comprehension. After

mastering reading, they should consider using the following adaptation of the modified

SQ3R (Survey, Question, Read, Recite, and Review) strategy to help improve students’

reading comprehension. They should make an output, using some context clues, make a

plan on how to teach vocabulary by focusing on common root words and affixes to

expand word knowledge. Learning about roots, prefixes, and suffixes is a great way to

reinforce and expand the learners’ understanding of English words.

School. They should support the teachers when it comes to the materials that can

be use in reading comprehension and reading classes. Support them with different

materials, subsidies, and allocation of funds on the reading comprehension. They should

encourage their teachers to teach students to actively engage with vocabulary as they

read.

Parents. They should support them to improve reading skills and to develop their

interest in reading. Provide them emotional support, and financial support that needs by

the children especially in reading comprehension. They should encourage their children

to have vocabulary lesson to sharpen and develop their vocabulary skills.

Future researchers. They may conduct researches that is more empirical, that is

more evident based, has huge amount of time to see the results of the relationship of
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vocabulary and reading comprehension. They may conduct research that shows students

the benefits of reading books. They may use this study as a reference to learn more about

improving their reading comprehension and their English vocabulary.

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References

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