The Influence of Reading Habit on Students' English Vocabulary Improvement at SMPN 1 Baranti

Abstract

This study investigated the influence of reading habit activities on students' English vocabulary improvement at SMPN 1 Baranti. The research employed a quantitative approach with a one-group pre-test–post-test design. The participants were 22 eighth-grade students selected through purposive sampling. The students participated in structured reading habit activities for four weeks, and their vocabulary performance was measured through a written vocabulary test administered as a pre-test and post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Paired-Samples t-test. The results showed that the students obtained a higher post-test mean score (74.09) than the pre-test mean score (53.18), resulting in an average improvement of 20.91 points. The Paired-Samples t-test showed a t-value of −31.480, with df = 21 and a significance value of < 0.001, indicating a statistically significant difference between the pre-test and post-test scores. Therefore, the findings showed that students' English vocabulary performance significantly improved after the implementation of reading habit activities at SMPN 1 Baranti.