Page 203 - Jurnal Kurikulum BPK 2020

regression coefficient index (β) was .615 compared to .360 for VD. Moinzadeh and
Moslehpour's (2012) found that VB accounted for 69.6% while VD accounted for 53.8% of the
variance in reading of the participants. Thus, the general consensus among Elmasry, 2012; Li
and Kirby, 2014; Moinzadeh and Moslehpour, 2012; and Wang, 2014 is that VB has more
power compared to VD to predict reading comprehension among ESL learners.
In the Malaysian context, there are a few researchers who explored the correlation
between VB, VD and MUET reading. The results of Tengku Shahraniza Tengku Abdul Jalal et
al.'s (2015) study with 341 respondents aged 18-32years old show that the beta value of VB
(β=.504) was higher than VD (β=.130) and both VB and VD were positively related to MUET
reading comprehension. In other words, VB is better in predicting the MUET reading
comprehension.

Determining VB for reading comprehension (Vocabulary threshold for reading)

Readers below the vocabulary threshold have difficulty in reading comprehension
because they may distort the meaning of the text. There are two ways of defining ‘threshold’
(Nation, 2001). The first is to view threshold as whether a learner has acquired the vocabulary
threshold or not. In this view, learners above the threshold are able to understand the reading
texts while learners below the threshold cannot comprehend sufficiently. Another way of
viewing threshold is called ‘probabilistic boundary’ where learners above the threshold might
have higher probability of understanding the reading text sufficiently but for learners below the
threshold, the chances of understanding a text sufficiently is low.
Earlier works of Laufer (e.g. Laufer, 1989, 1992) revealed that comprehension of
English texts required a minimum of 3000 word families from a reader. In line with Laufer
(1989, 1992), Liu Na and Nation (1985) concurred that 95% of text coverage is needed among
readers to understand a text. Scholars who agree with 5000 word families as vocabulary
threshold for reading are Hirsh and Nation (1992), Hu and Nation (2000), Liu Na and Nation
(1985), Wu, Mohamad Jafre Zainol Abidin and Lin (2013).
Nation’s (2006) comprehensive study on vocabulary threshold for reading without
assistance reveals that reader needs 5000 word families and concurrently possess 8000-9000
word families for authentic reading materials. Concurring with Nation’s (2006) finding, Laufer
and Ravenhorst-Kalovski, (2010) also suggest that 8000-9000 word families that provide 98%
text coverage is an optimal threshold for reading while 4000–5000 word families, yielding 95%
text coverage is a minimal threshold.
Tan and Goh (2017) also support that the average VB needed by the students for
adequate reading is 8000 word families and propose a larger VB (i.e. about 10000 word
families) for proficient reading. However, Tan and Goh's (2017) study which investigated 53
second year Diploma in Mass Communication students at a private University College in
Malaysia could not find a vocabulary threshold because most of the students are modest readers
although the students’ VB exceeded 8000 word families.
In contrast, Schmitt et al. (2011) stipulate that there is no specific vocabulary threshold
for readers to comprehend more in a text but overall their results show that vocabulary
knowledge and reading comprehension have positive linear relationship. Schmitt et al. (2011)
also have found that readers with high vocabulary knowledge could not assist in reading
because participants with 90% of vocabulary coverage only scored 50% in reading
comprehension. Nevertheless, their study comprises many participants who scored beyond 90%
of vocabulary coverage and thus, has created a strong ceiling effect for vocabulary coverage.
So, it can be surmised that getting more participants with lower vocabulary knowledge could
help to determine a vocabulary threshold, for instance, more participants in Stæhr's (2008)
study with low vocabulary knowledge yields a lower vocabulary threshold.

194