THE RELATIONSHIP OF VOCABULARY MASTERY, HIGH LEVEL THINKING, LANGUAGE INTELLIGENCE WITH READING ABILITY
Learning English began in education when Indonesia achieved independence from foreign colonialism. The success of reading comprehension in English cannot be separated from other knowledge factors, namely the ability to master vocabulary. This study plans to find out and analyze the relationship between vocabulary mastery, higher-order thinking, linguistic intelligence, and reading comprehension and also to find out and analyze the independent variables. This study uses quantitative research methods with correlational techniques. In contrast, the data collection of this research uses a questionnaire in the form of Google Docs, distributed to several social media platforms. It explores journals, books, and other information relevant to the study. The result of trying out for research instruments showed that the test of advanced vocabulary 32 questions was valid, and 8 questions were not. All of the questionnaires were valid for the result of higher-order thinking skills. That is, 25 questionnaires and the linguistic competence, that is, 25 questionnaires, are also valid, and for reading comprehension, same as the advanced vocabularies were 32 valid questions and 8 were not valid. The result of the research's correlation is only 0.053, indicating that the correlation is very weak. We obtained the probability value (Sig. F Change) = 0.006. Because (Sig. F Change) = 0.006 <. 0.05, Based on the Summary Table, the probability score = 0.006 because of Sig. F Change = 0.006 <0.05, the conclusion is Ho rejected, and Ha accepted. So the correlation between advanced vocabulary, higher-order thinking skills, and linguistic competence with reading ability is significant.
Vocabulary, Higher Order Thinking Skill, Linguistic Competence, Reading