AN ANALYSIS OF STUDENTS’ VOCABULARY MASTERY IN ENGLISH READING TEXTS GRADE X (SMU) AT AN-NIKMAH AL-ISLAMIYAH PHNOM PENH CAMBODIA

Sen, Juvariyah (2026) AN ANALYSIS OF STUDENTS’ VOCABULARY MASTERY IN ENGLISH READING TEXTS GRADE X (SMU) AT AN-NIKMAH AL-ISLAMIYAH PHNOM PENH CAMBODIA. Skripsi thesis, UIN Imam Bonjol Padang.

	Text (Cover-Daftar Isi) SEN JUVARIYAH 2214050138 Cover-Daftar Isi.pdf - Published Version Download (793kB)
	Text (BAB I) SEN JUVARIYAH 2214050138 BAB I.pdf - Published Version Download (335kB)
	Text (BAB III) SEN JUVARIYAH 2214050138 BAB III.pdf - Published Version Download (308kB)
	Text (BAB V-Daftar Pustaka) SEN JUVARIYAH 2214050138 BAB V-Daftar Pustaka.pdf - Published Version Download (363kB)
	Text (Full Text) SEN JUVARIYAH 2214050138 FULL TEXT.pdf - Published Version Restricted to Repository staff only Download (3MB)

Abstract

Reading is one of the most essential skills in learning English as a Foreign Language (EFL), and vocabulary is considered the fundamental component that supports reading comprehension. However, many EFL students still face various difficulties in understanding written texts, particularly related to vocabulary knowledge. This study aimed to analyze the level of students’ vocabulary mastery, identify the types of difficulties encountered, and determine the factors causing these difficulties among Grade X students at An-Nikmah Al-Islamiyah Phnom Penh Cambodia. This study employed a descriptive qualitative research design with quantitative support. The participants consisted of 32 students and one English teacher. Data were collected through reading comprehension tests, semi-structured interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the level of students’ vocabulary mastery was categorized as low, with an average score of 31.94% correct answers. The main types of difficulties included: (1) difficulty understanding word meanings (34.38% correct answers), (2) difficulty recognizing synonyms and antonyms (25.00% correct answers), (3) difficulty understanding words in different contexts (28.13% correct answers), and (4) difficulty distinguishing between word forms (31.25% correct answers). Furthermore, the study found that these difficulties were caused by internal factors such as limited prior English knowledge, low motivation, and poor learning habits, as well as external factors including ineffective teaching methods, limited learning materials, and limited exposure to English outside the classroom. Based on these findings, it can be concluded that students still require more attention and support to improve their vocabulary mastery. Therefore, English teachers are encouraged to implement more effective vocabulary teaching strategies, provide suitable learning resources, and create opportunities for students to practice using new words in meaningful contexts. Keywords: Vocabulary Mastery, Reading Comprehension, EFL students

Actions (login required)

View Item