Abstract
Word knowledge has particular importance in literate societies. It contributes significantly to achievement in the subjects of the school curriculum, as well as in formal and informal speaking and writing. Most people feel that there is a common sense relationship between vocabulary and the ideas expressed in words. Further, most theorists and researchers in education have assumed that vocabulary knowledge and reading comprehension are closely related, and numerous studies have shown the strong correlation between those subjects (Baker, 1995; Nagy, 1988; Nelson-Herber, 1986).
Vocabulary knowledge and its role in reading comprehension has been one of the main areas of focus in second language teaching. Besides, vocabulary, which consists of the knowledge of meaning as the main component of a language, should be taught together with reading, structure and conversation. So, ideally vocabulary should be part of reading course because one needs the mastery of vocabulary to comprehend the reading passage.
It is beneficial for English learners to master vocabulary and reading comprehension. With their mastery of vocabulary and reading comprehension, learners will be able to catch the message of the text they read. They also can understand scientific books written in English to get information and advancement because reading comprehension is a bridge to understanding scientific books written in English either obtain information and advancement or to enjoy them or just for relaxation.
Therefore, the writer is very interested to carry out the study above into a piece of research paper which then attempts to investigate the correlation between vocabulary mastery, in particular, it attempts to investigate the percentage of vocabulary coverage (known words) readers need to ensure reading comprehension of reading passages of S1 English students of STBA LIA Yogyakarta in academic year 2010/2010.
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