Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

This study aimed to determine the vocabulary mastery and reading competence of
Grade 7 students. It employed a descriptive-correlational type of research. A sample
of 180 students was randomly selected using a systematic sampling technique. Data
on vocabulary mastery were gathered through a validated questionnaire, while a
standardized tool assessed students' reading competence, specifically in word
reading level. The findings indicated that students' vocabulary mastery varied
across components: meaning was rated as "Did Not Meet Expectations," while both
grammar and spelling were assessed as "Fairly Satisfactory", and Pronunciation was
deemed "Satisfactory." Regarding reading competence, the majority of students fell
into the "Frustration" level. Moreover, there is a significant relationship between the
following components of vocabulary and their reading competence: meaning,
grammar, spelling, and pronunciation.

Keywords: vocabulary mastery, reading competence, reading ability, word reading
level, meaning, grammar, spelling, pronunciation, Phil-IRI