Investigating Vocabulary Proficiency in Argumentative Text Comprehension Among Senior High School Students

Abstract

This study aims to investigate the level of students' vocabulary mastery in comprehending argumentative texts at SMA Persada, Bandar Lampung. A quantitative descriptive research design was employed, involving 41 students as the sample. Data were collected using student worksheets as the primary research instrument. The collected data were analyzed using a one-sample t-test to determine the students' vocabulary proficiency. The findings revealed that students demonstrated good vocabulary mastery in understanding argumentative texts, with a mean score of 80.72. Furthermore, the statistical analysis indicated a highly significant result, with both the one-tailed and two-tailed p-values being less than .001. These findings imply that while students possess an adequate vocabulary foundation for engaging with argumentative texts, continued emphasis on vocabulary development remains essential for deeper critical reading and writing skills. Educators should consider integrating context-based vocabulary instruction within argumentative reading.