the relationship between vocabulary skill and listening comprehension

7/25/2019 The Relationship Between Vocabulary Skill and Listening Comprehension

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THE RELATIONSHIP BETWEENSTUDENTS VOCABULARY MASTERY

AND LISTENING COMPREHENSIONABILITY AT 11thGRADE IN FIRSTTERM ON CITRA UTAMA VOCATIONALHIGSCHOOLIN 2015/2016 ACADEMIC YEARS

WRITEN BY MUH. ANGGA WINDU


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Background Language is the ai!it" to ac#uire and use co$%!e&

s"ste$s o' co$$unication( %articu!ar!" the hu$an ai!it

to do so( and a !anguage is an" s%eci)c e&a$%!e o' such

a s"ste$. Man" regions ha*e kind o' !anguage anddi+erent !anguage. Eng!ish is a West Ger$anic !anguage

that ,as )rst s%oken in ear!" $edie*a! Eng!and and isno, a g!oa! !ingua 'ranca. It is an o-cia! !anguage andused " a!! countries inc!uding Indonesia. Indonesia has$an" region !anguages( ut its not use'u! ,hen the"

,ou!d !ike to s%eak to 'oreign. The" shou!d use Eng!ish ts%eak. A!! o' us kno, that Eng!ish is one o' the $ost use!anguages a!! o*er the ,or!d. Man" scienti)c ooks are,ritten in Eng!ish. In 'act( Eng!ish is s%oken " $an"%eo%!e. Eng!ish is an internationa! !anguage. Whene*er,e ,ant to kno, ,hat is ha%%ening on the other side o'the ,or!d ,e get the ne,s in Eng!ish on!".


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Eng!ish has een considered to e the)rst 'oreign !anguage in Indonesia. It'unctions to he!% the de*e!o%$ent o' the

state and nation( to ui!d re!ations ,ithother nations( and to run 'oreign %o!ic"inc!uding as a !anguage used 'or ,iderco$$unication in internationa! 'oru$. Inre!ation to that Indonesia has een

carr"ing out teaching E/L in a!$ost !e*eo' schoo!s( starting to e taught in asic%ri$ar" schoo! unti! secondar" schoo!.


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T"%e o' !istening Th! "! t#$ %"&' t()* $+ ,&*t'&'- "* th +$.'"t&$'* $+

",, ,&*t'&'- *.t()* "!

D&*3!&%&'"t&4 L&*t'&'- is )rst de*e!o%ed at a *er" ear!" age 0%erha%s e*en e'ore irth( in the ,o$. This is the $ost asic 'or$o' !istening and does not in*o!*e the understanding o' the $eaningo' ,ords or %hrases ut $ere!" the di+erent sounds that are%roduced. In ear!" chi!dhood( 'or e&a$%!e( a distinction is $adeet,een the sounds o' the *oices o' the %arents 0 the *oice o' the'ather sounds di+erent to that o' the $other.

C$%)!h'*&4 L&*t'&'- &'4$,4* .'!*t"'&'- th%**"- $! %**"-* th"t "! &'- 3$%%.'&3"t L&7&*3!&%&'"t&4 ,&*t'&'-8 3$%)!h'*&4 ,&*t'&'- &*+.'"%'t", t$ ",, ,&*t'&'- *.t()* 2o$%rehensi*e !isteninis co$%!i$ented " su3$essages 'ro$ non3*era! co$$unication(such as the tone o' *oice( gestures and other od" !anguage. Thesnon3*era! signa!s can great!" aid co$$unication andco$%rehension ut can a!so con'use and %otentia!!" !ead to$isunderstanding. In $an" !istening situations it is *ita! to seek

c!ari)cation and use ski!!s such as re4ection aid co$%rehension.


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L&*t'&'-3$%)!h'*&$'enco$%asses the$u!ti%!e %rocesses in*o!*ed in

understanding and $aking sense o's%oken !anguage. These inc!uderecogni5ing s%eech sounds(understanding the%"'&'-o'

indi*idua! ,ords( and6orunderstanding the s"nta& o'sentences in ,hich the" are%resented.


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Whi!e 4$3".,"!(is a !ist o' ,ords used" !e&icogra%hers to ,rite dictionar"de)nitions. The under!"ing %rinci%!e goe

ack to 7a$ue! 8ohnson9s notion that,ords shou!d e de)ned using 9ter$s!ess astruse than that ,hich is to ee&%!ained9( and a de)ning *ocau!ar"%ro*ides the !e&icogra%her ,ith a

restricted !ist o' high3're#uenc" ,ords,hich can e used 'or %roducing si$%!ede)nitions o' an" ,ord in the dictionar".
https://en.wikipedia.org/wiki/Samuel_Johnsonhttps://en.wikipedia.org/wiki/Samuel_Johnson


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There are : t"%es o' *ocau!ar";

< Listening < 7%eaking < ReadingWriting The )rst t,o constitute s%oken

*ocau!ar" and the !ast t,o( ,ritten*ocau!ar". 2hi!dren egin to ac#uire!istening and s%eaking *ocau!aries$an" "ears e'ore the" start to ui!dreading and ,riting *ocau!aries. 7%oken

!anguage 'or$s the asis 'or ,ritten!anguage. Each t"%e has a di+erent%ur%ose and( !ucki!"( *ocau!ar"de*e!o%$ent in one t"%e 'aci!itates

gro,th in another.


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=ocau!ar" and !anguage ai!it" hasa!$ost e&c!usi*e!" 'ocused on the ski!! oreading. To 'u!!" unco*er the ro!e o'*ocau!ar" kno,!edge in L> %ro)cienc"(an e$%irica! in*estigation o' the e&tentto ,hich *ocau!ar" kno,!edgecontriutes to other !anguage ski!!s isneeded. The %resent stud" re%orts on

such an in*estigation that e&%!ored thecontriution o' de%th and readth o'*ocau!ar" kno,!edge to ad*anced L>!earners !istening co$%rehension in

Eng!ish.


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The ,riter sees that no,ada"s( chi!drenin Indonesia are too in4uenced " thetechno!og". The" s%end $ore than :

hours a da" and a!$ost a!! their gadgetha*e Eng!ish as !anguage. The chi!dren!o*e ga$es and their ga$es %roducesound in Eng!ish. Because o' that%heno$enon( the ,riter raised the issueaout the re!ationshi% et,een*ocau!ar" ski!! and !isteningco$%rehension that is taught to the ??th

grade students o' 2itra Uta$a

=ocationa! High 7choo!( 8akarta in


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THE IDENTIFICATION OF THEPROBLEMS

?. To ,hat e&tent are *ocau!ar" si5e and de%th o'*ocau!ar" kno,!edge associated ,ith !isteningco$%rehension

>. To ,hat e&tent does de%th o' *ocau!ar" kno,!edge( inaddition to *ocau!ar" si5e( contriute to success'u!!istening co$%rehension

C. Is there an" signi)cant re!ationshi% et,een student*ocau!ar" $aster" and student !isteningco$%rehension ai!it" in the ??thgrade students o' 2itraUta$a =ocationa! High 7choo!( 8akarta in >@?:6>@?Acade$ic Years


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LIMITATION OF THE PROBLEM

there is signi)cant re!ationshi% et,eenstudent *ocau!ar" $aster" and student!istening co$%rehension ai!it" in the ??thgrade students o' 2itra Uta$a =ocationa! High7choo!( 8akarta in >@?:6>@? Acade$ic Years


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THE STATEMENT OF THEPROBLEM

Based on the ackground ao*e( the ,riterinc!udes a #uestion( The research #uestiono' this research is 'or$u!ated as 'o!!o, Isthere an" signi)cant re!ationshi% et,een

students *ocau!ar" $aster" and !isteningco$%rehension ai!it" at the ??thgradestudents o' 2itra Uta$a =ocationa! High7choo!( 8akarta in >@?:6>@? Acade$icYears


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THE PURPOSE OF THE STUDY

There is signi)cant re!ationshi% et,eenstudents *ocau!ar" $aster" andstudents !istening co$%rehension ai!it"at the ??thgrade students o' 2itra Uta$a

=ocationa! High 7choo!( 8akarta in>@?:6>@? Acade$ic Years


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THE SIGNIFICANCE OF THESTUDY

/or the student

/or the teacher

/or the schoo!

the relationship between vocabulary skill and listening comprehension

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