EXPLORING THE ROLE OF VOCABULARY LEVEL TEST IN BATAM STUDENT’S COMPREHENSION OF TEXTBOOKS

Abstract

How vocabulary knowledge in relation with reading comprehension performed has been considered crucial. This research is to explore the link of undergraduate level students’ Vocabulary Level Test (VLT) performance and their reading comprehension on reading subject. The implications profile in English teaching process especially in reading is considered important. Furthermore it is also to provide more information on how to measure the reading textbook reference for reading subject or other similar subject that involve reading activities. There are 120 undergraduate students in two major Universities at Batam participated in the VLT. Their English modules were profiled to measure the lexical vocabulary level. The results indicated that only 1% of the participants had mastered the 2000-word level which means the vocabulary textbook-level is still far from students vocabulary knowledge. From the level of comparison theoretically they would have difficulties to comprehend the reading textbook, and some additional activities would be recommended, before, during, and after the English subject where reading is dominant.