The Relationship of Vocabulary Mastery to Reading Comprehension Ability

Abstract

Reading comprehension is a crucial skill in primary education, supporting not only academic achievement but also critical and creative thinking. However, the Programme for International Student Assessment (PISA) results indicate that Indonesian students' reading skills, particularly at the elementary school level, remain relatively low. This study aimed to determine the relationship between vocabulary mastery and reading comprehension skills of fourth-grade students at SD Negeri 19 Sungai Kunyit. The study employed an ex post facto method with a sample of 30 students. Data were collected through vocabulary mastery and reading comprehension tests. Data analysis was conducted using descriptive statistics and correlation tests using SPSS IBM 27. The results showed that most students had moderate vocabulary mastery and reading comprehension skills. The results showed a positive and significant relationship between vocabulary mastery and reading comprehension skills, with a correlation coefficient of 0.475 (p = 0.008). This finding confirms that the broader a student's vocabulary, the higher their reading comprehension level. Therefore, a more varied approach to vocabulary development is needed to further develop students' literacy skills.