ABSTRAK

The objectives of the study are to determine the correlation between (1) English learning motivation and students? reading achievement; (2) vocabulary mastery and students? reading achievement; and (3) English learning motivation, vocabulary mastery and students? reading achievement.
The study was carried out in March to May 2012 at SMP Negeri 3 Mojolaban, Sukoharjo. The method used in this study was a correlational study. The population in this study was all the eighth grade students of SMP Negeri 3 Mojolaban, Sukoharjo which consist of seven classes. The total number of the students was 280 students. The sample was 37 students taken by cluster random sampling technique. The instruments in collecting the data were questionnaire and tests. The questionnaire was used to collect the data of English learning motivation; while the objective test was used to collect the data of vocabulary mastery; and students? reading achievement. The techniques which were used to analyze the data were Pearson Product Moment and Multiple Correlations.
The results of this study show that (1) there is a positive correlation between English learning motivation and students? reading achievement (rx1y = 0. 362 > rt is 0.325); (2) there is a positive correlation between vocabulary mastery and students? reading achievement (rx2y = 0.471 > rt is 0.325); and (3) there is a positive correlation between English learning motivation, vocabulary mastery simultaneously and students? reading achievement (Ry.12 = 0.567 and Fo = 8.072 > Ft = 3.28).
Based on the results of the study, it is known that the first hypothesis saying that there is a positive correlation between English learning motivation and students? reading achievement is accepted. The second hypothesis saying that there is a positive correlation between vocabulary mastery and students? reading achievement is also accepted. Meanwhile, the third hypothesis saying that there is a positive correlation between English learning motivation, vocabulary mastery simultaneously and students? reading achievement of the eighth grade students of SMP Negeri 3 Mojolaban, Sukoharjo in the academic year of 2011/2012 is also accepted.
The result of the research shows that English learning motivation and vocabulary mastery are important variables for reading achievement. Both English learning motivation and vocabulary mastery have positive contribution in reading achievement. Therefore, English learning motivation and vocabulary mastery should be considered in improving students? reading achievement. They contribute to improve students? reading achievement although reading achievement not only completely depend on the two variables.

Keywords : english learning motivation, vocabulary mastery, reading achievent, correlational study.