THE EFFECT OF COMPREHENSION STRATEGIES AND VOCABULARY MASTERY ON STUDENTS READING COMPREHENSION

The objectives of this research are to investigate the effect of comprehension strategies and vocabulary mastery on students reading comprehension. Comprehension strategies are sets of plan that required good readers to make sense of the genre texts. The strategies help the students to become purposeful, active readersand to able to control their own reading comprehension. The classifications of the strategies are Text-Based Strategy, Text Structure-Based Strategy, Text and PriorKnowledge Combine Strategy, and Self-Corrective Strategy. This thesis covers text structure-based strategy and text-based strategy which have the relationship with vocabulary mastery. This population research is grade XI students of SMA StThomas 2 Medan of 2009/2010 academic year, while the sample is divided into two groups by applying random sampling. Group I belonged to text structure-basedstrategy and group 2 belonged to text-based strategy. The data collected wereanalyzed with two ways analysis of variance (2x2 ANOVA). This research concluded that text structure-based strategy is significantly higher than text-based strategy onstudents reading comprehension. It is obtained by the median of text structure-basedstrategy Me = 85. 50 and the median of text-based strategy Me = 81. 28. Therefore, it is concluded that the median of the two strategies 85.50 > 81.28. The result ofvariance analysis for both teaching method shown that F ob, = 29.66 > Ftabie (0,05) = 3.78 to the level of significance ct41,05. Based on the data, the null hypothesis (Ho) was rejected. So it can be concluded that students reading comprehension taught by lib,using Text Structure- Based Strategy is higher than Text-Based Strategy on students --11reading comprehension. High vocabulary mastery is higher than low vocabulary mastery on students reading comprehension. This is indicated by showing the,*median of students who have high vocabulary mastery Me = 87.70 and the students who have low vocabulary mastery-80. 10. The median 87_70 > 80.10. . The result ofvariance analysis for both vocabulary mastery shown that F (4). = 11.61 > Feabi, (0,05)= 3,78 to the level of significance a4405. Based on the data, the null hypothesis (Ho) was rejected. So it can be concluded that students reading comprehension thathave High Vocabulary Mastery is higher than those having Low Vocabulary Mastery. This implies that there was interaction between comprehension strategies and vocabulary mastery on students reading comprehension. The result of variance analysis for both strategies and vocabulary mastery shown that that F oa = 8.92 > Fame (0,05) = 3.78