Text
SKRIPSI A CORRELATION STUDY BETWEEN STUDENTS’ VOCABULARY MASTERY AND LISTENING COMPREHENSION IN THE FOURTH SEMESTER OF LISTENING CLASS AT UNIVERSITAS TIDAR
This study aimed to investigate the correlation between vocabulary mastery and listening comprehension among fourth-semester students enrolled in the Academic Listening class at Universitas Tidar. This research was encouraged by the observation that many EFL learners struggle with listening comprehension due to limited vocabulary, which hinders their ability to recognize words, identify main ideas, and comprehend spoken texts, particularly in the context of standardized tests such as TOEFL and IELTS. This study employed a quantitative correlational research design using the Pearson Product-Moment Correlation to examine the relationship between the two variables. The sample consisted of 46 students selected through purposive sampling from Academic Listening Classes 3 and 7. Data were collected through a 50-item vocabulary test and a 50-item listening comprehension test, both adapted from TOEFL preparation materials. The results showed that the data were normally distributed, as confirmed by the Shapiro-Wilk test (Sig. > 0.05). The Pearson correlation analysis revealed a p-value < 0.001, indicating a statistically significant correlation between vocabulary mastery and listening comprehension. Furthermore, the correlation coefficient (r) was found to be 0.721, indicating a high positive correlation between the two variables. These findings suggest that students with greater vocabulary mastery tend to achieve better listening comprehension. Therefore, vocabulary mastery is one factor supporting students' listening comprehension in EFL learning contexts.
Tidak tersedia versi lain