Page 211 - Jurnal Kurikulum BPK 2020

% of Total 0.0% 23.1% 23.1%
8000 Count 0 45 45
% within VSL 0.0% 100.0% 100.0%
% within reading<56 and ≥56 0.0% 28.3% 20.4%
% of Total 0.0% 20.4% 20.4%
9000 Count 0 22 22
% within VSL 0.0% 100.0% 100.0%
% within reading<56 and ≥56 0.0% 13.8% 10.0%
% of Total 0.0% 10.0% 10.0%
10000 Count 0 5 5
% within VSL 0.0% 100.0% 100.0%
% within reading<56 and ≥56 0.0% 3.1% 2.3%
% of Total 0.0% 2.3% 2.3%
Total Count 62 159 221
% within VSL 28.1% 71.9% 100.0%
% within reading<56 and ≥56 100.0% 100.0% 100.0%
% of Total 28.1% 71.9% 100.0%

Table 7.

Comparison of Vocabulary Size more than or equal to 7000 word families and less than 7000
word families on Reading Comprehension

Variable N M SD SE t df p
Reading Comprehension -17.40 219 0.00
vocabulary size <7000 98 50.38 7.74 0.78
vocabulary size ≥7000 123 70.54 9.16 0.83
Note: Test of the assumption of equal variances assumed,
Bootstrap results were based on 1000 bootstrap samples,
Mean difference -20.17,
Bias-corrected and accelerated (BCa) 95% Confidence Interval (CI) [-22.45, -17.88],
N = number of participants, M = mean, SD = Standard Deviation, SE = Standard Error Mean,
t = t-statistic, df = degrees of freedom, p = Significance value

CONCLUSION AND IMPLICATIONS

Based on this study, vocabulary knowledge is a significant contributor to MUET
reading comprehension of the Malaysian ESL Matriculation College students. It was found that
VB was a stronger predictor of MUET reading comprehension, a written receptive text. The
findings of this study have pedagogical implications for the Malaysian ESL classroom,
including helping ESL instructors to decide if VB is indeed an issue in the poor performance
of reading comprehension among their ESL learners. Besides, the findings could raise students’
awareness of the importance of vocabulary knowledge and reading comprehension.
Generally, VB and VD are obviously not mutually exclusive. In other words, an ESL
learner with large vocabulary will have more in-depth knowledge of the word. As shown in the
outcome of this study, ESL learners’ VB was highly and positively correlated with their depth
of vocabulary knowledge and both types of vocabulary knowledge accounted for 80% of the
variance in the MUET Reading Comprehension component. Based on the findings in this
present study, it is suggested that VB should get more attention in the ESL classroom if the

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