CHAPTER I

INTRODUCTION
A. Background of The Problem
In this day and age of globalization, studying English is a critical skill that students must
master. This is due to the fact that practically all scientific publications and information sources
on the internet are written in English. Aside from that, practically all businesses in the world of
work require English language abilities when hiring new employees. Therefore, the ability to
speak English is increasingly important and needed because the society is in the process to be
internationalized, it can be in the economy, government, technology, education, etc we need to be
able to understand foreign people and also converse with them. With that, we can interact more
with foreigners or be up to date with news from abroad. Seeing the important role English plays
in life, that is why English is so important to be understood and mastered by everyone around the
world.
English tests are currently one of the benchmarking considerations among academics and
workers in the world (Zahruni et al., 2020). Therefore, the implementation of English tests at
schools or institutions is an effective strategy to improve the quality of students' English mastery.
One type of English tests used in Indonesian vocational schools is the Test of English for
International Communication (henceforth abbreviated as TOEIC). TOEIC is a form of English
language assessment used to measure the students’ English proficiency. Besides, the TOEIC
focuses on the field of business where the content of the materials is related to language use
(Lougheed, 2000). Thus, the test is appropriate with the aim of vocational school that prepares
students to work. Asnawi (2015) described the concept of vocational education that is special
education which is organized for students to be ready to work productively and professionally,
also able to plan to develop a career in a particular area of expertise. Vocational educations
prepare students to enter certain mid-level jobs that match the demands required by the world of
work and provide skills to students to develop themselves. Hence, vocational school students
have fluctuating scores in the TOEIC test. The TOEIC test is a benchmark for English language
skills at vocational schools.
Since 2020 the directorate of vocational education launched a program to boost vocational
school students’ (SMK) English competence by conducting TOEIC training for more than 75,000
students in grade XI and XII vocational school (Direktorat Pembinaan SMK, 2020). Having
joined the training, students were required to take TOEIC test. This program is one of
government effort to equip SMK students with English competency to win the global work
competition.
SMKN 1 Kudus is one of the schools that provides a TOEIC certification program for
students. TOEIC certification is very useful for students and also for teachers. For students, the
TOEIC test is an opportunity to compete with their friends to be able to demonstrate the
knowledge and skills of English that they have mastered with the scores obtained and that is a
matter of pride for them, apart from that, the TOEIC certificate can be used as supporting data
for personal qualifications when entering work. Meanwhile, for teachers, the TOEIC test can
measure their English language skills.
One of the most important aspects of English fluency is having a large vocabulary.
Thornbury (2002) stated the student will have progress in English if the students spend most of
the time learning grammar, but if they start to learn about vocabulary and words it will improve a
lot. It will be difficult for the students to learn English if they only have limited vocabulary
(Subekti & Lawson, 2007) because a learners’ vocabulary has a direct impact on their ability on
their reading comprehension (Biemiller, 2005). From the statement above, vocabulary is the key
if the students want to improve their English. Even if the students spent most of their time
learning grammar, listening, reading, and speaking it will not complete if they have a lack of
vocabulary.
Vocabulary has received much attention in foreign language teaching as well as learning.
Morris and Cobb (2004) found that vocabulary profiles have important potential as predictors of
academic performance among learners of English as a second language. Zareva, Schwanenflugel,
and Nikolova (2005) also maintains a positive relationship between second-language learners’
VS and their proficiency.
Recently, a large number of academic institutions have adopted the TOEIC as one of the
measures of students’ English proficiency, and many universities use the TOEIC as the English
graduation threshold as a result of pressure from the Taiwan Ministry of Education (Nichols,
2016). Moreover, many business enterprises refer to TOEIC scores as an important reference on
the résumés of job candidates. In response to government, academic and industrial demands for
the TOEIC, the test was administered to nearly 40 thousand Chinese test takers in 2016 (ETS
TOEIC Taiwan Branch, 2017). However, some have criticized (Nichols, 2016; Templer, 2004)
the cost and time-consuming nature of official TOEIC administration for both academic
institutions and English learners who wish to estimate English proficiency.
Despite the large number of articles devoted to Vocabulary Size in EFL, few studies have
discussed the relationship between Vocabulary Size and the TOEIC, especially whether
Vocabulary Size could act as a predictor for TOEIC scores. Most studies have focused separately
on Vocabulary Size and TOEIC performance, but it is important to know whether there is any
relationship between English Vocabulary Size and TOEIC. Little research has focused
specifically on the correlation between Vocabulary Size and TOEIC. Therefore, the researcher
would like to conduct a study under the title “The Correlation Between Student's Vocabulary
Size and Their TOEIC Achievement at the Third Grade Students of SMKN 1 KUDUS in the
Academic Year of 2023/2024.”
B. Statement of the Problem
Based on the background of the study, the research question of this study is “Do vocabulary
size have significant correlation with the TOEIC achievement of the third grade students of SMK
N 1 Kudus in the academic year of 2023/2024?”
C. Objective of the Research
Based on the research problems stated, this research aims to investigate and find out the
correlation between vocabulary size and TOEIC achievement of the third grade students of SMK
N 1 Kudus in the academic year of 2023/2024.
D. Significance of the Research
After finishing the research, the writer hopes that the study will be useful both theoretically
and practically:
1. Theoretically
This research will be beneficial for researcher, teacher, and students in terms of as a
reference in conducting further research with similar interest such as investigating the
correlation between vocabulary size and TOEIC achievement.
2. Practically
a. To find out the student’s vocabulary size at SMK N 1 Kudus.
b. To find out the student’s TOEIC achievement at SMK N 1 Kudus.
c. To find out whether there is correlation between the student’s vocabulary size and
their TOEIC achievement at SMKN 1 Kudus.
E. Operational Definition
1. The Students of SMK N 1 Kudus
The students of SMK N 1 Kudus are students who attend vocational secondary school
that prioritizes the development of student’s abilities in carrying out certain types of
work. SMKN 1 Kudus has many expertise programs such as accounting, marketing,
office administration, Islamic banking, fashion designing, and culinary. In keeping with
its mission to produce graduates capable of competing in the workforce, SMK 1 Kudus
offers TOEIC certification to its students, enabling them to compete both domestically
and globally.

2. Vocabulary Size
Vocabulary size can be defined as the number of words that a learner has in mental
lexicon. In vocational high school, the entire vocabulary that they learn is related with the
vocabulary that they will use in their future work field, for example vocabulary in
culinary, vocabulary in accounting, vocabulary in marketing, etc.

3. TOEIC Achievement
TOEIC Achievement in this research is TOEIC score obtained after taking the test. The
TOEIC score uses a range of 5-495 for each section. The total TOEIC score range is 10-
990.
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Concept and Theory

1. Vocabulary
This sub-chapter discusses about definition, types, and the importance of vocabulary.
1.1 Definition
Vocabulary is the knowledge of words and word meanings. Or someone else may
define vocabulary as a list of words arranged in alphabetical order with their definitions.
A word, in most linguistic analyses, is described as a set of properties, or features, each
word is the combination of its meaning, register, association, collocation, grammatical
behavior, written form (spelling), spoken form (pronunciation) and frequency. To master
a word is not only to learn its meaning but also to learn seven other aspects. All these
properties are called word knowledge (Schmitt, 2000).
According to Linse (2005, p. 121), vocabulary is the collection of words that we use
on a daily basic large. Meanwhile, Grambs (1984, p. 73) said that vocabulary is a list of
words usually defined and alphabetized as a dictionary or specialized glossary complete
word. Longman Dictionary of Contemporary English (1987, p. 1177) defined
vocabulary as all the words that someone knows, learns or uses when talking about the
particular subject or a list words with explanation of their meanings in a book for
learning a foreign language. Hornby (1995, p. 1331) stated that vocabulary is the total
number and list of words in a language with their meanings. Based on Collins Essential
English Dictionary 2nd Edition, vocabulary can be defined as all the words that a person
knows and contained in a language; the specialist terms used in a given subject; a list of
words in another language with their translation; and a range of symbols or techniques
used in any of the arts or crafts: the building's vocabulary of materials, textures, and
tones.

1.2 Types of vocabulary

There are two types of vocabulary, according to Thornbury and Nation (2002, 2001,
both of which are cited in (Sujadi, 2019). Receptive and productive vocabulary are those
two. People need a lot of repetition and context linkages while learning new words to
retain the vocabulary in their memory and use it in speech and writing. Active and
passive vocabulary are the two primary categories of a person's vocabulary.erstands
when they occur in a context but which he cannot product correctly.
a. Productive Vocabulary
The terms in this vocabulary are ones that the students comprehend, pronounce
correctly, and effectively employ in speaking and writing. It is composed of words
 that occur to a person's thoughts right away when he or she must construct a spoken
or written sentence. It can be utilized in speech or writing.
b. Receptive Vocabulary
He uses words in his vocabulary that students will be able to recognize and
comprehend when they read or listen to something; they won't need to use them
frequently. For instance, when children read a text or piece of writing, they only
absorb the key vocabulary. However, some passive words may unexpectedly turn
active depending on the circumstance or context. On the other hand, it will be
challenging for someone to incorporate a word into their active vocabulary if they do
not already have it stored in their passive vocabulary.
Both words merge. Although active vocabulary may appear to be more crucial for
communication, the goal of teaching a foreign language is to help students develop
four fundamental language skills as well as their active and passive vocabulary. And
the author thinks it's crucial to teach seventh-graders fundamental words that are
characterized as active and are common to the vocabulary of most English-fluent
students.
1.3 Importance of Vocabulary
Vocabulary is very important to all people because a person’s vocabulary is the set of
words within a language that is familiar to the person. Vocabulary has an important role
in language skills. Palmer (cited in Richards and Rodgers, 2002, p.37) stated that
vocabulary was one of the most important aspects of foreign language. It means that it is
very important to be mastered first. We will not be able to speak well and understand
written materials if we do not master it. No matter how good the sound of the foreign
language is mastered, without words to express the wider range of meanings,
communication in a foreign language cannot run well. Vocabulary is one of the most
important things in language. Without sufficient vocabulary, people cannot communicate
effectively or express their ideas in both oral and written form. People must analyze the
words that they want to say when expressing their thought.
According to Wilkins in Thornbury (2002, p. 13), these are some importance of
vocabulary, which are:
a. An extensive vocabulary aids expression and communication.
b. Vocabulary number has been directly linked to reading comprehension.
c. Linguistic vocabulary is synonymous with thinking vocabulary.
d. A person may be judged by others based on his or her vocabulary stock of a
language.
Since vocabulary is all about good mastery of words, it is useful for someone to
understand language. It is also supported by Wallace (1982) who said that vocabulary is
one of the most important parts of language because when speaking a language, the
speakers need several words to convey ideas. When a learner intends to learn a foreign
language, they also learn the vocabulary of the foreign language first. Wallace (1982)
 mentioned two importance of vocabulary. The first one is language exists in two forms
which are spoken and written form. Both of them need vocabulary to develop the
existence itself. The second one, vocabulary is very necessary for employing productive
skills in learning English as a foreign language rather than only needed to recognize its
function.
2. TOEIC
TOEIC is a multiple-choice test of English for non-native speakers of English. TOEIC is
one of the tests issued and developed by the educational testing service (ETS). ETS on its
official website states that The TOEIC test is an English-language proficiency test for
people whose native language is not English. It measures the everyday skills of people
working in an international environment. The scores indicate how well people can
communicate in English with others in business, commerce, and industry (ETS: 2008
Retrieved on November 29th, 2020). It means that TOEIC is an English test for all non-
native English speakers. TOEIC is a measure of daily ability for people who work in an
international work environment. The TOEIC score will show that a person is able to
communicate with other people in the world of business, commerce and industry (April
Liya, 2021).

According to Nguyen Xuan Hong and Nga Thi Tuyet Phan (2020), TOEIC is a
standardized test that is used as a tool to measure people’s English skills to understand, use
and communicate in English. Many businesses, corporations, government agencies and
educational institutions throughout the world have used the TOEIC test to judge if a person
is qualified to become or to remain one of their workers, or to be promoted. Educational
Testing Service (ETS) developed the TOEIC test and is the official organization that
administers the test. The TOEIC Listening and Reading Test is a 2 hour multiple-choice test
consisting of 200 questions. Test candidates must have strong vocabulary and grammar
skills as well as being able to read and listen to English fluently. They are expected to
quickly understand and respond to the workplace situations presented with in the test. The
test is claimed to be an accurate reflection of what test candidates will encounter in the
international working environment. Test takers have 45 minutes to complete 100 multiple
choice questions for Listening. There are 4 different sections, each with a different kind of
stimulus. Reading is also 100 multiple choice questions which should be completed in 75
minutes. Reading consists of 3 different sections, each with a different kind of stimulus.
After the test, each candidate receives independent scores for Listening and Reading
comprehension on a scale from 5 to 495 points. The total score adds up to a scale from 10 to
990 points (ETS, 2015). According to ETS (2007), students achieving under 250 points are
basic beginners and able to satisfy immediate survival needs. Those getting from 255 to 400
are at elementary level and have functional but limited proficiency. They are able to
maintain very simple face-to-face conversations on familiar topics. Immediate level learners
earning from 405 to 600 can initiate and maintain predictable face-to-face conversations and
satisfy limited social demands.
 Preparation for the TOEIC test is important. It is advised that students should practice
their English skills daily by immersing themselves in the target language frequently and in
many ways. Currently, there exist a lot of learning materials on the Internet and from
bookstores. Regarding preparation time, research shows different amount of preparation
time for different kinds of learners. For example, 200-level learners might expect a 100-
point gain after just 100 hours of instruction, but 500-level learners might need 250 or 300
hours to gain 100 points. Researchers also suggest that intensive study, e.g., classes meeting
every day for two or three hours, is likely to be more beneficial than classes that meet only
once a week for an hour or two. If students are required to take the test before there is
significant improvement, it is likely that they will be disappointed and discouraged when
their scores are not as high as they expect (Childs, 2002).
The TOEIC for vocational high school has been carried out since 2016 with the quota
coverage for program recipients increasing from year to year. The government provides a
quota of assistance of 75,000 TOEIC tests in 2020 with the hope that more vocational
students in Indonesia will be certified internationally and will be able to benefit when they
enter the world of work (SMK.Kemdikbud.go.id Retrieved on November 29th, 2020). In the
midst of the Covid-19 pandemic, of course there will be challenges that must be faced when
implementing the program so that the main focus is related to the quality of output of SMK
graduates to be maintained and improved. Adjustments in various aspects of the
implementation will be made during this program by utilizing the Computer Based Test
(CBT) and Distance Learning technology which is currently being implemented by many
educational institutions in Indonesia. The distribution of TOEIC International certification
exam assistance for vocational students will go through the selection stage to ensure
vocational students who have English language excellence.

B. Review of Previous Research

Some studies about correlation between vocabulary learning strategies and vocabulary
mastery had been conducted. Several researches proved that there was correlation between both
variables.
A study on Japanese University students entitled “Comparing TOEIC® and Vocabulary Test
Scores” (Masaya Kanzaki, 2014). This study compares the results of listening, reading, and
speaking tests of the Test of English for International Communication™ (TOEIC®), the
Vocabulary Levels Test (VLT) and the Vocabulary Size Test (VST) to determine the degree to
which the test scores correlate. The five tests were taken by 82 university students and the
scores were then examined for correlations. Tests were used to gather the data, which was then
statistically examined. All of the data collected for this study were evaluated using the Pearson
Product Moment Correlation method and the IBM SPSS Statistic application. Among the three
TOEIC tests, the correlation between the listening and reading tests was stronger than those
between the reading and speaking tests and between the listening and speaking tests. The scores
of the two vocabulary tests correlated moderately with each other. All three TOEIC tests
showed stronger correlations with the VLT than with the VST. Of the three TOEIC tests, the
reading test most strongly correlated with the vocabulary tests.
A rather similar study “Exploring the Relation of Vocabulary Size to TOEIC Reading
Scores” was conducted by Yoko Ichige (2014). This study investigated how learners’
vocabulary size affects their scores of TOEIC reading section. A TOEIC practice test was
administered to 40 female university students as the final course test of a TOEIC reading class.
The test consisted of a vocabulary part and the three parts of TOEIC reading section (Part 5, 6
and 7). The students’ test scores were statistically analyzed to examine how the vocabulary
score and the scores of other three parts were correlated. The statistical results were verified
qualitatively by analyzing the students’ written comments about what was necessary and
important to do in order to improve their test scores.
Third, Shinichi Harada has published a journal article titled "Effects of the TOEIC Course
on Students’ TOEIC Scores". This study investigated the effects of the TOEIC course at a junior
college in Tokyo. In order to examine the effectiveness of the 2014, 2015, and 2016 classes, the
TOEIC scores of 60 first-year students were analyzed by administering one-way ANOVAs and
t-tests. The relationship between the vocabulary test and TOEIC scores was estimated using
Pearson product-moment correlations. The results showed that the TOEIC course was effective
in improving students’ TOEIC scores. In addition, the study discovered that the section-
balanced teaching method was more effective than the section-focused one. Furthermore, the
results also suggest that the use of vocabulary tests contributed to TOEIC scores; however, a
new method for students to memorize vocabulary could be used in tandem with the vocabulary
test.
This paper investigates the relationship between vocabulary size and performance on the
reading and listening portions of the Test of English for International Communication (TOEIC).
The participants were 973 English as a foreign language (EFL) learners from a technical college
who had studied English for at least six years. The learners’ TOEIC listening and reading scores
were found to be strongly associated with their receptive vocabulary size with no gender
differences. These results indicate that vocabulary size could have a statistically significant
effect on TOEIC listening and reading scores, reinforcing the value of vocabulary size for
English proficiency. Additionally, English vocabulary size and the prediction of proficiency in
the TOEIC listening and reading sections reached statistical significance. These findings
demonstrate the importance of receptive vocabulary for EFL learners. Outcomes from the study
have implications for EFL learners and teachers as well as future research.

C. Theoretical Framework
Vocabulary plays a significant role in influencing TOEIC (Test of English for International
Communication) scores. The TOEIC test assesses a person's proficiency in English language
skills, including listening and reading comprehension. A strong vocabulary is crucial for success
in both the reading and listening sections. In the reading section, test-takers encounter passages
that may cover various topics, such as business, travel, or technology. A rich vocabulary is
 essential for understanding the nuances of these texts, as well as for accurately answering
questions that test comprehension, inference, and analysis. Similarly, in the listening section, a
wide vocabulary is necessary to understand spoken English across different accents, speeds, and
contexts. Test-takers need to grasp the meaning of conversations, talks, and discussions to
answer questions related to the content.
Based on the description of vocabulary and TOEIC above, it shows that they have close
relation. That is why the researcher would like to conduct a study under the title “The
Correlation Between Student's Vocabulary Size and Their TOEIC Achievement at the Third
Grade Students of SMKN 1 KUDUS in the Academic Year of 2023/2024.”
Based on the some theories present the writer try to give theorethical framework as
follows:
Figure 2.1 Theoretical Framework

The theoretical framework above, there are two components of English Teaching. They are
vocabulary and reading. The writer will do test for vocabulary size. The score of TOEIC will be
taken from available document from teacher. This activity will apply to know whether or not
there are a correlation between the students’ vocabulary size and their TOEIC achievement.
D. Hypothesis Testing
The hypothesis of this research is formulated as follows:
Ho: there is not any correlation between student's vocabulary size and their toeic
achievement at the third-grade students of SMKN 1 Kudus in the academic year of
2023/2024.”
Ha: there is any significant correlation between students’ vocabulary size and their toeic
achievement at the third-grade students of SMKN 1 Kudus in the academic year of
2023/2024.”
 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the Process of Research Methodology in this study. The Research
Methodology consist of The Place and Time of the Research, Design of the Research,
Population and Sample, Data Collection, Instrument of the Research, and Technique of Data
Analysis.
A. Place and Time of The Research
This research will conduct at SMK N 1 Kudus located at Jl. Ganesha II, Purwosari, Kota,
Kudus. This research will focus on the correlation between vocabulary and TOEIC to the third
grade students of SMK N 1 Kudus in the academic year of 2023/2024. The research will conduct
in February.
B. Design of The Research
In this study, the researcher will use quantitative research method. Donald et al. (2010, p. 27)
revealed that quantitative research strives for testable and confirmable theories that explain
phenomena by showing how they are derived from theoretical assumptions. Meanwhile, the
design of this research is correlational research. Donald et al. (2010 p. 27) affirmed that
correlational research gathers data from individuals on two or more variables and then seeks to
determine if the variables are related (correlated). Correlation means the extent to which the two
variables vary directly (positive correlation) or inversely (negative correlation). The degree of
relationship is expressed as a numeric index called the coefficient of correlation. Creswell (2012)
stated that in correlational research design, investigators use the correlation statistical test to
describe and measure the degree of association (or relationship) between two or more variables or
sets of scores. In this design, the researchers do not attempt to control or manipulate the variables
as in an experiment; instead, they relate, using the correlation statistic, two or more scores for
each person. This research will apply two variables (X and Y). In this matter, vocabulary learning
strategies stands as variable X, while vocabulary mastery as 30 variable Y. This research intends
to find out the correlation between vocabulary size and TOEIC achievement at the third-grade
students of SMK N 1 Kudus in the academic year of 2023/2024.
C. Population and Sample
1. The Population
The population of this research is third-grade students of SMK N 1 Kudus in the academic
year 2023/2024. 530 students are divided into 15 classes. The population of the research is shown
in table 3.1.
 Table 3.1
The Population of The Research
No. Classes Classification Total of
Male Female Students
1. XII Manajemen - 36 36
Perkantoran 1
2. XII Manajemen - 36 36
Perkantoran 2
3. XII Akuntansi 1 3 33 36
4. XII Akuntansi 2 - 36 36
5. XII Akuntansi 3 - 36 36
6. XII Perbankan Syari’ah 1 - 35 35
7. XII Perbankan Syari’ah 2 - 35 35
8. Bisnis Daring dan - 33 33
Pemasaran 1
9. Bisnis Daring dan 4 32 36
Pemasaran 2
10. XII Kuliner 1 5 30 35
11. XII Kuliner 2 2 32 34
12. XII Kuliner 3 2 34 36
13. XII Busana 1 3 33 36
14. XII Busana 2 - 35 35
15. XII Busana 3 - 35 35

2. The Sample
In taking the sample, the writer will use purposive sampling method because only a few
students have been selected by the teacher to take the TOEIC exam from ETS (Educational
Testing Service). So, the writer is unable to select the class that will selected as the sample.
Based on the cluster that the writer will use in taking the sample and requested from the
English teacher, the sample is 30 students in different classes who have taken the TOEIC test
from ETS.

D. Data Collection
The researcher used a test and documentation score to collect the data. To gather the data,
there are several steps that the researcher will do. First, the researcher ask permission to the
teacher of the English subject whom the students were chosen as the sample of this research
before conducting the study. The researcher and the English teacher then determine the
schedule for the researcher to collect the data in the classes. Second, the researcher came to
 class, do an introduction, and told the students about the intention coming to the class. Third,
the test of vocabulary mastery will conduct to the 30 students to measure students’ vocabulary
size. A sheet of questions related to vocabulary will distribute to each students The students
will get 30 minutes to finish the test. The result of the vocabulary test is in the form of
vocabulary test score from students’ answer sheets as the findings for data analysis. In
addition, the score of TOEIC will take from available document from the teacher.

E. Instrument of The Research

In conducting this research, there will two variables namely vocabulary size and TOEIC
achievement. The instruments that use in this research are test and documentation TOEIC
score of the students of SMKN 1 Kudus.
a. A vocabulary Size test
This test measures students’ vocabulary sie and consists of 40 multiple-choice questions
with the following four answers: A, B, C, or D. The criteria from the standard of
evaluation for students' scores were utilized by the writer to assess the students' grades
and degree of vocabulary knowledge. In the following table (Kementerian Pendidikan
Dan Kebudayaan, 2017), they are, however, condensed into four groupings of students'
scores:
Table 3.2
The classification of students' scores of vocabulary mastery
No. Interval Criteria
1. 89 – 100 Excellent
2. 77 – 88 Good
3. 64 – 77 Enough
4. <64 Poor

b. TOEIC Achievement
The score of TOEIC will taken from available document of TOEIC results from the
teacher.

F. Technique of Data Analysis

The final phase in the research process is data analysis. The researcher will employ the
statistical calculation of Pearson coefficient correlation to analyze the test-related data. The
association between a student's reading comprehension score and their vocabulary mastery score is
determine using the Pearson coefficient correlation.
a. Validity
Validity testing is a technique that demonstrates the extent of an instrument's accuracy and
precision in carrying out the measurement function. According to Sugiyono (2016), "Valid
instruments" refers to measuring tools that were used to acquire data (measures). Validity
refers to the capability of an instrument to measure what ought to be measured. In other
words, a tool is considered valid if it can measure the desired quantity. In other words, a
tool is considered valid if it can accurately display the results of the variables it was
 designed to measure. Correlation testing is done using the Product Moment Correlation
Coefficient. Each question item's ordinal score is associated with the item's total ordinal
score when it comes to validity testing. The item is deemed genuine if the correlation
coefficient is positive; however, if it is negative, the item is deemed invalid and will either
be removed from the questionnaire or replaced with a declaration of improvement. Here's
how to calculate the correlation value :

r = correlation coefficient
n = sample total
ΣX = items total score
ΣY = answer items total score
ΣX2 = total square items score
ΣY2 = The sum of the total squares of answer scores
ΣXY = Total multiplication score of an item's answer with a total score.

The criteria for judging if an instrument is valid are that count r must be equal to or greater
than the r table at a significant level of 5%. (five percent). Conversely, the instrument is
deemed to be invalid if the count r is less than the r table at a significant level of 5%.
(Sugiyono, Metode Penelitian Kuantitatif, 2016). As we can see below:
a. If r_count (r Pearson) ≥ r_table then the item is valid.
b. If r_ count (r Pearson) ≤ r_table then items are invalid.

b. The Reliability of Instrument

One of the most crucial components of a high-quality test is the reliability test. It has to
deal with reliability, reproducibility, or a test taker's performance. When the same object is
measured using the instrument multiple times, the results will be consistent. Examples of
unreliable/inconsistent instruments are rubber measuring tools (Sugiyono, 2016). On the other
side, a test with low reliability could give the test-taker substantially different results between
the two test administrations. If a test produces erratic results, it is preferable to change the test
to provide a trustworthy test.
To determine the accuracy of the data and make it simpler to understand, the reliability in
this study will be determined using Alpha Cronbach's formula and the SPSS (Statistical
Product and Service Solution) Version software for Windows. The Alpha Cronbach's formula
is as follows:
 Remarks:
𝑟11 = Reliability Instrument
𝑘 = amount of item question
𝛴𝜎𝑏2 = Sum of variant item question
𝜎2𝑡 = Variant Total

The criteria index reliability is as follows:

Table 3.2
Index of Reliability

No. Interval Criteria

1. 0,00 – 0,199 Very Low
2. 0,20 – 0,399 Low
3. 0,40 – 0,599 Moderate
4. 0,60 – 0,799 Strong
5. 0,80 – 1,00 Very Strong

The basis for making decisions is as follows (Sugiyono, 2015):

 Cronbach’s alpha value > 0,6, then the data is reliable
 Cronbach’s alpha value < 0,6, then the data is unreliable
This formula, which will be calculated using the Windows program SPSS (Statistical
Product and Service Solution) software, will ultimately be determined by comparing the
_count and _table (= rho), as can be seen. The following statistical hypothesis is the
deciding factor:
H0: There is no correlation between Students’ vocabulary size and their TOEIC
achievement.
Ha: There is a positive and significant correlation between Students’ vocabulary
size and their TOEIC achievement.
Reject H0 and Accept Ha if ρ_count > ρ_table
Accept H0 and Reject Ha if ρ_count ≤ ρ_table
It is important to recognize the critical value of _table before formulating the hypothesis. It
serves as the benchmark for _table, which is then contrasted with _count. Using the degree
freedom = n-2 (df = n-2) calculation with a significant level of 5 percent or equal to 0.05 is
one way to determine the critical value of a table. Then to interpret the coefficient
correlation between both variables, it is used the table criteria as follow:
Table 3.3
Interpretation of Coefficient Correlation
Interval Coefficient Correlation Level
0.00 - 0.199 Very Low
0.20 – 0.399 Low
0.40 – 0.599 Moderate
0.60 – 0.799 Strong
0.80 – 1.000 Very Strong