The Correlation between StudentsÂ’ Reading and Writing Achievement of English Department in University of Muhammadiyah Malang.

THE CORRELATION BETWEEN

STUDENTS’

READING AND

WRITING ACHIEVEMENT OF ENGLISH DEPARTMENT

THESIS

by:

MUKHOLIDIYAH

201210100311284

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

i

THE CORRELATION BETWEEN

STUDENTS’

READING AND

WRITING ACHIEVEMENT OF ENGLISH DEPARTMENT

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

by:

MUKHOLIDIYAH

201210100311284

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

iv

MOTTO

“Life is full of colours when you are rich of love to the others diversity”

DEDICATIONS

vii

ACKNOWLEDGMENT

This thesis can be finished due to the support, advice, and suggestion from many people around the researcher. Firstly, the researcher would like to express her gratefulness to the Allah SWT who always poured the merciful and guidance in her life. The merciful and guidance means that the researcher can finish this thesis as a requirement to achieve Sarjana Degree.

Furthermore, it is a great honor for the writer to make the acknowledgment of indebtedness to convey her sincere gratitude and appreciation toward Ms. ErlynaAbidasari, M.A., M.Ed as the first advisor and Mr. Adityo, S.S., M.A as the second advisor. There are many advices and guidance the researcher obtained during in processing this thesis. Additionally, the researcher likes to express her deep gratitude toward the lecturers who gives their kindness in obtaining the data and also who had taught her during in this study

Moreover, the researcher likes to express her warm gratitude towards her beloved parents, Slamet and Jumirah for their love, lesson, support, and everything likes who she is today. Besides, she would likes to give her thanks to her brother and sister, Supriyadi, Isti, Nurelis, Henik and to her beloved brothers and sister in law, Gustin, Dedy, Eko and also her beloved nephew Ilham, Salma, Ido, Lulu’, Eki for their support and love.Finally, the researcher would like to express her heartfelt gratefulness to her adored Juned, and all of her friends, Zeze, Fifit, Ita, Meyla, Euis, Inggrid, Eka, Kiki, Nining, Sisi, Rindang, Fitri, Rinda, SistRahmaLiaPutri and the others who cannot be mentioned.

Malang, October 19, 2016

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TABLE OF CONTENTS

APPROVAL ... iii

MOTTOS AND DEDICATIONS ... iv

LETTER OF AUTHENTICITY ... v

ABSTRACT ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... viii

LIST OF THE TABLES ... x

LIST OF APPENDICES ... xi

CHAPTER I INTRODUCTION 1.1 Background of the Study... 1

1.2 Statements of the Problem ... 3

1.3 Research Hypothesis ... 4

1.4 Purposes of the Study ... 4

1.5 Scope and Limitation ... 4

1.6 Significance of the Study ... 5

1.7 Definition of the Key Terms ... 5

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Definition of Reading ... 7

2.1.1 Importance of Reading in Second Language Context... 8

2.1.2 Reading in Second Language Context ... 9

2.1.3 Reading Techniques Applicable in Second Language Context ... 9

2.2 Definition of Writing ... 12

2.2.1 Importance of Writing in Second Language Context ... 13

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2.2.3 Writing Techniques Applicable in Second Language Context . 14

2.4 Writing Paragraph ... 16

2.5 Students’ Achievement ... 19

2.5.1 Reading Achievement ... 19

2.5.2 Writing Achievement ... 20

2.6 Relation between Reading and Writing ... 20

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 21

3.2 Population and Sample ... 22

3.3 Research Instruments ... 23

3.4 Data Collection ... 24

3.5 Data Analysis ... 25

CHAPTER IV FINDINGS AND DISCUSSION 4.1Research Findings ... 29

4.1.1 Analyzing Data ... 30

4.1.2 Calculating the Score of Reading and Writing ... 33

4.2 Discussion ... 35

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion... 38

5.2 Suggestion ... 39 REFERENCES

x

LIST OF TABLES

Table 3.1 Computation of Pearson Product Moment Using the Raw Score Formula .... 25

Table 3.2 Interpretation Correlation ... 27 Table 4.1 Score of Students’ Reading and Writing Achievement ... 30

xi

LIST OF APPENDICES

Appendix I: Letter of Consent

Appendix II: Score of Reading Comprehension III

xii

REFERENCES

Akbar, F. (2014). The Role of Reading in Improving Speaking Skill in the Content of Teaching English as a Foreign Language. International Journal of English

Language & Translation Studies 2(4), 92-98. Retrieved from

http://www.eltsjournal.org.

Alivi, J. S. (2011). The Correlation between Listening Ability and Reading Ability of Fourth Semester Students of English Department at UMM. Malang: University of Muhammadiyah Malang.

Alley, Julie. (2012). The Impact of Reading Achievement on Standardized Testing. Maryville: Northwest Missouri State University.

Alyousef, H. S. (2006) Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning 5(1). Saudi Arabia: Albaya Intermediate School.

Arikunto, Suharsimi. (2013). Dasar-Dasar Evaluasi Pendidikan Edisi Dua. Jakarta: PT Bumi Aksara.

Ary, Donald, et al,. (2002). Introduction to Research in Education. USA: Wadsworth Group.

Ary, Donald, L. C. J., Chris Sorensen, Asghar Razavieh. (2010). Introduction to Research in Education. Belmont: Wadsworth.

Brown, Douglas H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition. San Francisco: Addison Wesley Longman, Inc.

Callahan, F., Joseph & Clark, H., Leonard (1988). Teaching in the Middle and Secondary School: Planning for Competence Third Edition. New York: Macmillan Publishing Company.

Clark, G. J. (2010). The Relationship between Handwriting, Reading, Fine Motor and Visual-Motor Skills in Kindergartener. Iowa: Iowa State University.

Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research Fourth Edition. London: Pearson Education.

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Fraenkel, et al., (2012). How to Design and Evaluate Research in Education Eight Edition. San Francisco: Macmillan Company.

Gibbons, P. (2002). Reading in a Second Language is an excerpt from Scaffolding Language, Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. USA: Portsmouth.

Harmer, Jeremy. (2004). How to Teach Writing. England: Pearson Longman.

Homstad, T., & Thorson H., (1994). Writing Theory and Practice in the Second Language Classroom: A Selected Annotated Bibliography. German: University of Minnesota. New York: Addison Wesley Longman.

Oshima, Alice and Hogue, Ann (2006). Introduction to Academic Writing. The Longman Academic Writing Series Third Edition. United State of America: Pearson Education, Inc.

Perfetti, Charles A. (2001). Reading Skills. Learning Research and Development Center. USA: University of Pittsburgh.

Ratih, Meyla Susana. (2016). A Research on Students’ Anxiety and Its Correlation with Speaking Performance in Speaking Class at the Second Semester of English Department in University of Muhammadiyah Malang. Malang: University of Muhammadiyah Malang.

Ratnawati, Neneng. (2013). The Effect of Using Crossword Puzzle on Vocabulary Achievement of the Eight Year Students at SMP Negeri 5 Jember. Jember: UNEJ.

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Scambor, Elli. (2009). Guideline – Document Analysis “Peerthink”. Research Institute at Men’s Counseling Center Graz.

Schick, B., George. (1966). A Guide Book for the Teaching of Reading. Chicago: Psychotechnics Press.

Silverstein, Shel. (1981). What is the Reading/ Writing Connection?. New York: Harper Collins Pubishers.

Sinambela, et al., (2015). Improving Students’ Reading Comprehension Achievement by Using K-W-L Strategy. English Linguistics Research 4( 3). www.sciedupress.com/elr.

Waring, J. W. (2007). The Impact of Writing on Student Achievement. Wilmington: University of North Carolina Wilmington.

Weigle, Sara Cushing. (2002). Assessing Writing. US: Cambridge University Press. West, Clare. (1997). Reading Techniques for FCE. Great Britain: Georgian Press. Yunita, W. V. L. (2009). The Correlation between Speaking and Writing

Achievement in Fourth Semester Students of English Department. Malang: University of Muhammadiyah Malang.

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CHAPTER I

INTRODUCTION

This chapter describes the structure related to the introduction. This chapter consists of background of the study, statement of problem, research hypothesis, the purpose of the study, scope and limitation, significance of the study, and the definition of key terms.

1.1Background of the Study

Reading is an activity of recognizing the meaning of certain texts in order to get some information. It needs some understanding because it does not only have a good comprehending concerning the single word of vocabulary but also discover the meaning of text. According to Sinambela et al., (2015), “Reading is one of skills in English which is needed in the process to interpretation of graphic symbols and written symbols”. It means that reading is concerned mostly in

recognizing the graphic and written symbols that represent language and the student responds when asked about the content of the text that they have read.

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to get the cohesive and coherent paragraph and text as well as. Ultimately, the message which is informed will be easier to be caught by the reader.

In line with the previous thoughts, achievement has an important relation because it could be defined as the standardized measurement to check the skill and knowledge accomplishment based on a particular scale. The achievement’s result can be used to know how far the student’s knowledge in a certain field. This previous statement resembles Cunningham’s (2012:1) statement that achievement is characterized as a student’s performance in academic fields such as reading, language arts, math and many other subjects as measured by achievement tests.

Reading achievement is the result of reading activity which is done by people through some tests in order that understanding their ability. According to Hirsch (2006 in Alley 2011), reading a wide variety of text with wide range of topics will influence the student’s ability in order to achieve on standardized tests. Whereas, writing achievement is the students’ result of their study that given by

lecturers includes of scoring of writing assignments, presence, daily activity in the class, etc.

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In line with the explanation above, the previous researcher stated that there was a correlation between listening ability and reading ability of fourth semester students of English Department at University of UMM (Alivi, 2011). Further, Yunita (2009) found that there were correlation between speaking and writing achievement. Based on her research result, it was found that there was a positive correlation between speaking and writing achievement in the fourth semester of English Department of UMM. According to Graves et al., (1998 in Waring 2007) believe that, “Reading and writing are natural companions, two activities that both build on and reinforce each other” (p.29). This means that both reading and

writing have great connection each other.

This study, therefore, discusses English language skills namely, reading and writing achievement. It is conducted because the researcher believes that there is a relation between reading and writing activity. Through reading, the students will get new information and expand their knowledge. Moreover, new idea will be generated when reading activity occurs which can be helpful in starting writing activity as creatively as possible. The researcher is curious to understand whether there is significant correlation between students’ reading achievement at third

semester and writing achievement at fourth semester students from the same class of English Department at University of Muhammadiyah Malang.

1.2Statement of Problem

Based on the statements above, the problem of this study is:

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1.3Research Hypothesis

There are two hypotheses which can be formulated:

1. Null Hypothesis (Ho): there is no correlation between students’ reading and writing achievement of English Department at University of Muhammadiyah Malang.

2. Alternative Hypothesis (Ha): there is significant correlation between students’ reading and writing achievement.

1.4The Purpose of the Study

According to the statement of the problem above, the purpose of the study is to answer the research problem:

To investigate if there is any correlation between students’ reading and writing achievement of English Department at University of Muhammadiyah Malang 1.5Scope and Limitation

1. The Scope:

The scope of this research is students’ achievement and its correlation, in reading and writing achievement of English Department at University of Muhammadiyah Malang in 2015-2016 academic years.

2. The Limitation

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investigates whether there is a positive correlation between reading and writing achievement or not.

1.6Significance of the Study

The researcher will describe the significance of the study:

This research will benefit students in several ways. Firstly, balancing skill of easily comprehended a passage or a discourse. Secondly is improving the communication skill. Thirdly is enriching students’ insight which may be useful in preparing for other skills.

1.7Definition of Key Terms

To avoid misunderstanding of the terms used in this research, it is necessary to define the key terms as follows:

1.Correlation research

Correlation research method is used to determine relationships and pattern of relationship among variables of the same subject. In addition, it is to associate with two systems where if the one system changes, it will change another system. (Ary, 2002:355)

2.Reading

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3. Writing

Writing is defined as students’ skill to express thoughts using graphic symbol in written language that have to be arranged according to certain rules and connected together in certain ways which can be understood by the readers. Furthermore, Writing is an activity that can influence other skills of listening, speaking, and reading. Therefore, the writing skill will decrease the difficulties in the other skills encountered by the student. (Nation, 2009:112, in Rumanda, 2014)

4. Achievement