The Correlation Between Vocabulary Mastery and Reading Comprehension in Hortatory Exposition Text of The Eleventh Grade Students of MAN 2 Nganjuk

Narotama, Ubaidillah Zulfikar Raditya (2025) The Correlation Between Vocabulary Mastery and Reading Comprehension in Hortatory Exposition Text of The Eleventh Grade Students of MAN 2 Nganjuk. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Many studies have examined the relationship between vocabulary mastery and reading comprehension, yet research focusing on hortatory exposition texts among high school students remains limited. Vocabulary plays a vital role in understanding texts, as students with poor vocabulary often face difficulties identifying ideas, arguments, and contextual meanings. In reading hortatory exposition texts, which require critical and analytical thinking, vocabulary knowledge particularly of synonyms, antonyms, and contextual meanings greatly supports comprehension. This study seek of correlation between vocabulary mastery and reading comprehension in hortatory exposition text of the eleventh grade stundents of MAN 2 Nganjuk. This research employed a quantitative approach using a correlational design. The participants were eleventh grade students of MAN 2 Nganjuk, selected through purposive sampling, the sample was from two classes consisting of 75 students. Two tests were administered: a vocabulary mastery test and a reading comprehension test. The collected data were analyzed using SPSS version 25 precisely used spearman rank correlation to determine the correlation between the two variables. The results showed that the correlation coefficient (rho) was 0.551 with a significance level of 0.000. This finding reveals a significant positive correlation between students vocabulary mastery and their reading comprehension of hortatory exposition texts, categorized as a moderate and statistically significant positive correlation. Students with better vocabulary mastery tend to achieve higher reading comprehension. Thus, teachers are encouraged to emphasize vocabulary development in reading instruction, while future researchers may explore other factors influencing reading comprehension.

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