• Adriana Bombo Universitas Mahasaraswati Denpasar
  • I Gde Putu Agus Pramerta Universitas Mahasaraswati Denpasar
  • Dewa Gede Agung Gana Kumara Universitas Mahasaraswati Denpasar


correlation, vocabulary mastery, reading comprehension


This study aimed at finding out the correlation between students’ vocabulary mastery and reading comprehension. The study made use of a correlational research design. The sample was 63 eighth-grade students of SMP Wisata Sanur in the academic year 2021/2022. A random sampling technique was used by having paper rolls. The multiple-choice test was used as the instrument for collecting the data. The data were analyzed by using SPSS 25, which consisted of a normality test, homogeneity test, hypothesis testing, and T-test. The result showed that vocabulary and reading comprehension correlated significantly. When the students had a high vocabulary, their reading comprehension showed good criteria. The result of the normality test for vocabulary was 0.112 and reading comprehension was 0.265; the homogeneity test was 0.085; the hypothesis test was 0.602, andthe t-test was 0.000. It means that there was a significant correlation between students’ vocabulary mastery and reading comprehension. Further study is recommended to be conducted to have deeper data.


Apriliani, D. M. D., Pramerta, I. G. P. A., & Sawitri, N. L. P. D. (2021). Role of vocabulary mastery in students’ reading comprehension. Jurnal Santiaji Pendidikan (JSP), 11(3). Retrieved from

Bahri, D. S. (2019). The correlation between students’ vocabulary mastery and their reading comprehension at the seventh grade students’ of MTs Daarul Ihsan. PROJECT (Professional Journal of English Education), 1(2), 77-84.

Chandran, Y., & Shah, P. M. (2019). Identifying learners’ difficulties in ESL reading comprehension. Creative Education, 10(13), 3372-3384.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Fadi, A. K. (2019). The impact of vocabulary knowledge on the reading comprehension of Saudi EFL learners. Journal of Language and Education, 5(3 (19)), 24-34.

Gallagher, M. A., Barber, A. T., Beck, J. S., & Buehl, M. M. (2019). Academic vocabulary: Explicit and incidental instruction for students of diverse language backgrounds. Reading & Writing Quarterly, 35(2), 84-102.

Larasati, S. V., Rais, A. D., & Elyono, D. (2018). Improving students’ reading comprehension by using survey, question, read, recite, and review (SQ3R) method. English Education, 6(2), 239-246.

Lawrence, J. F., Knoph, R., McIlraith, A., Kulesz, P. A., & Francis, D. J. (2022). Reading comprehension and academic vocabulary: Exploring relations of item features and reading proficiency. Reading Research Quarterly, 57(2), 669-690.

Masrai, A. (2019). Vocabulary and reading comprehension revisited: Evidence for high-, mid-, and low-frequency vocabulary knowledge. Sage Open, 9(2), 2158244019845182.

McLean, S., Stewart, J., & Batty, A. O. (2020). Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach. Language Testing, 37(3), 389-411.

Octaberlina, L. R., & Anggarini, I. F. (2020). Teaching vocabulary through picture cards in Islamic Elementary School: a case study in Nida Suksa School, Thailand. Jurnal Madrasah, 13(1), 26-38. Retrieved from

Parwati, N. L. M. S., & Pramerta, I. G. P. A. (2021). Implementing KWL strategy with pictures to improve students’ reading comprehension: An online setting in Covid-19 pandemic. Academic Journal on English Studies (AJOES), 1(1), 54-64. Retrieved from

Silalahi, D. E., Herman, H., Sihombing, P. S. R., Damanik, A. S., & Purba, L. (2022). An Analysis of students’ achievement in reading comprehension through higher order thinking skills (HOTS). Al-Ishlah: Jurnal Pendidikan, 14(2), 1853-1868.

Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95.

Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26(4), 696-725.