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The objective of this research is to investigate: (1) whether the
combination of vocabulary mastery and content schemata are significantly related
to reading comprehension; (2) whether there is a significant relationship between
vocabulary mastery and reading comprehension while content schemata is held
constant; (3) whether there is a significant relationship between content schemata
and reading comprehension while vocabulary is held constant.
The research was conducted at SMPN 125 Jakarta which is located at Jl.
Utan Jati Pegadungan Kalideres Jakarta Barat from November 2013 to June 2014.
The writer used two stages sampling technique. Two-stage random sampling is
combination of cluster random sampling with individual random sampling.
Therefore, 54 students out of 216 students of the eighth grade in academic year
2013/2014 were chosen. The method of the research was a correlational study.
Two types of research instruments were used to collect the data. They
were multiple-choice tests and questionnaire. Reading comprehension and
vocabulary mastery were in the form of multiple choice questions. Multiplechoice
tests were used to measure students’ reading comprehension and
vocabulary mastery while questionnaire was used to measure the students’ content
schemata. There were three kinds of data that had been collected, i.e. the scores of
vocabulary mastery, the scores of content schemata and the scores of reading
comprehension. Then the data were analyzed by multiple correlations and
multiple regressions.
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