THE CORRELATION BETWEEN STUDENTS’ READING ABILITY AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL ISLAMIYAH BANDAR LAMPUNG IN 20142015 (Riska Alfiawati)

  AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL

  ISLAMIYAH BANDAR LAMPUNG IN 2014/2015

  

Oleh:

Riska Alfiawati

STKIP PGRI Bandar Lampung

ABSTRACT

  Reading comprehension is an activity with a purpose. Writing is the way to communicate a message to a reader for a purpose. Through writing, one can explain or describe things as result people miles from us can get information by reading the written message.

  The method of this research was descriptive quantitative method. The population of this research was the students at the first semester of the eleventh class at MA Hidaayatul Islaamiyah Bandar Lampung consisting of 63 students in 2 classes. The samples of this research were 40 students. In taking the sample, the writer used stratified proportional random sampling technique.

  The result of calculation by using Product Moment formula showed that

  r xy was 0.63. It was proved that the correlation between s

  tudents‟ reading ability and their writing narrative ability was high. After that, the writer consulted the result of r above into significant level 5% with N=40 and got

  xy

  0.312. By the other words, the writer concluded that there is a significant correl ation between students‟ reading ability and their writing narrative ability at the first semester of the eleventh class at MA Hidayatul Islaamiyah

  Bandar Lampung in 2014/2015.

  Key Words: Correlation, Reading, Writing.

AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL ISLAMIYAH BANDAR LAMPUNG

  IN 2014/2015 (Riska Alfiawati)

  INTRODUCTION

  Language is a vital tool to communicate in social interaction. As human being, language is used to communication by all of people in daily activities. It used to deliver or transform messages, ideas, feelings or opinions with other people in social life and language can be used for getting knowledge, information and technology. Someone is going to get difficulties in their activities and interaction without language. It is supported by Cameron, (2001:241) he states that language leads to learning through enabling participation in the social world and the expressing and sharing of meaning.

  We communicate in a variety of ways but mainly we communicate verbally by using a language. Language is the main, perfect, complex and efficient tool which is used by people to communicate with one another in the civilized community. It means that language is used to express a meaning, idea or thought from the speaker to the listener and the writer to the reader in interaction among themselves with their environment. In another words, language which used by all human being is thought and learnt in the world. However, it is not easy to learn English in a short time. we need much time to practice the language so that our knowledge and competence develop well. So it is true that language is very important to be known in the world. Reading is the fundamental skill upon which all formal education depends. Grabe et al (2002:9) states that “Reading is the ability to draw meaning from the printed page and interpret this information appropriate ly”. Reading can be broadly divided into two academic skills: (1) word decoding, or accurate and rapid reading of words, and (2) comprehension, or understanding the intended message of a written passage. Both decoding and comprehension are facilitated by a combination of neurodevelopmental functions.

  Based on the writer‟s preliminary research, the writer found that the students‟ ability in writing narrative text need to be improved. They found difficulties in writing narrative text. The writer also found that the students‟ reading ability need to be improved. They found difficulties in comprehending reading text.

  Ihle (2010) states that “Reading comprehension is a valuable and necessary tool in the learning process”. It allows the reader to expand his vocabulary, understand the text he is reading, and use various strategies as he might need them in order to improve learning. It is necessary because it shapes the reader's understanding of ideas and words. It assists his ability to make sense of ideas and concepts. It can even affect various parts of

AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL ISLAMIYAH BANDAR LAMPUNG

  IN 2014/2015 (Riska Alfiawati)

  public life, such as the political arena.

  th anuary 11 , 2014)

  Weigle (2002:156) states that “Writing ability is the ability to generate and organize ideas, to support those ideas with examples or evidence, and to compose in standard written English in response to an assigned topic”. There are various situations where L2 writing occurs. Weigle (2002:6) identifies that students‟ writing can take place in the following five groups of learners. First of all, there are children of language minority group who study the language of the majority. In this case, learning the language that is not spoken at home is a compulsory element to survive in school or eventually in workplace. Secondly, there are children of the majority language group who are interested or „forced‟ by their parents to study a second language at school. In this group, learning is only supplementary. On the same base, both groups‟ writing is still just a part of school activities.

  METHOD

  In this research, the writer used descriptive quantitative method, it means that the writer wanted to know how is the correlation between students‟ reading ability and their ability in writing narrative text. In doing this research, to get the data of the students‟ reading ability and their ability in writing narrative text the writer gives tests to the subjects.

  The population of this research was the students at the first semester of the eleventh class at ma hidaayatul islamiyah bandar lampung in 2014/2015. The number of the students at the eleventh class are 63 students of two classses. In order to get the sample in this research, it used The Stratified Proportional Random Sampling Technique because the average score of the students are heterogeneous.

  To know the students‟ reading ability, the writer uses objective test by giving multiple choice test. The total number of the test is 40 items test. Each item consists of five options, they are a, b, c, d and e. The score is 2.5 for the true answer and zero for the false answer. The highest score for the students is 100 and the lowest is 0.

  To know students‟ ability in writing narrative text, the writer uses writing test. In this case, the writer provides some topics and the students are asked to choose one of the topics in writing a narrative text based on the topic chosen. The composition of students‟ writing ability should not less than 150 words. In scoring students‟ writing ability, the writer uses the scoring system proposed by Terrible (1996:130-131). The

AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL ISLAMIYAH BANDAR LAMPUNG

  IN 2014/2015 (Riska Alfiawati)

  supporting technique in collecting the data, it used observation, documentation. It was used to collect the data of students, teachers and condition of School.

  DISCUSSION

  Based on the calculation of the data analysis and testing of hypothesis, it has got that r xy = 0.63 and consulted to the criteria which means that that there is correlation between studen ts‟ reading ability and their ability in writing narrative text. Furthermore, r was consulted with r with

  xy table

  significance level 5% with N=40 were 0.312. It means that there is a significant correlation between students‟ reading ability and their ability in writing narrative text.

  Based on the data analysis, the writer found that reading ability has a correlation with writing narrative text ability. It can be seen by the students who mastered reading can be easy to write narrative text. The explanation above is also supported by the result of the data analysis. This research described that the students who have good score in reading also got good score in writing narrative test. Globally, it can be seen by the calculation of the average score of stud ents‟ reading ability was 69.975 and the average score of students‟ ability in writing narrativ text was 70.

  Therefore, the result of calculation by using Product Moment formula showed that r xy was 0.63. It was proved that the correlation between studen ts‟ reading ability and their writing narrative ability was high. After that, the writer consulted the result of r above into significant level 5% with

  

xy

  N=40 and got 0.312. By the other words, the writer concluded that there is a significant correlation between students‟ reading ability and their writing narrative ability.

  CONCLUSION

  Based on the discussion above, the writer concluded that: There is a correlation between students‟ reading ability and their writing narrative ability at the first semester of the eleventh class at MA Hidaayatul Islaamiyah Bandar Lampung in 2014/2015. It can be seen by the result of calculation Product Moments.

  There is a significance correlation between students‟ reading ability and their writing narrative ability at the first semester of the eleventh class at MA Hidaayatul Islaamiyah Bandar Lampung in 2014/2015. It was proved by the result of r xy was higher than r table .

AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL ISLAMIYAH BANDAR LAMPUNG

  IN 2014/2015 (Riska Alfiawati) DAFTAR PUSTAKA Anderson, Mark. 1997. Text Type in English 2. Australia: Mackmillan.

  Arikunto, Suharsimi. 2012. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Brown, H. Douglas 2007. Principles of Language Learning and Teaching.

  United States of America: Longman. Cameron, Lyne. 2001. Teaching Language to Young Learners. England: Canbrige University Press.

  Fachrurrazy. 2002. Teaching English as Foreign Language. Malang: The State University of Malang. Grabe, Wiliam & Stoller 2002. Teaching and researching reading.

  Longman: Pearson Education. Harmer, Jeremy. 2004. How to Teach Writing. New York: Longman.

  th

pril 11 ,

  2014) John, Ann. M. 1997. Text, Role and Context. Australia: Cambridge University Press.

  Richard Jack C. and Rodgers Theodore. 2001. Approaches and Methods in Language Teaching , U.K. Cambridge University Press. Sadler. 2001. Text in Action 1: An English Work Book. Australia: Macmillan.

  Biodata Penulis: Riska Alfiawati, S.Pd, M.Pd. adalah staff pengajar Program Studi Pendidikan Bahasa Ingris STKIP-PGRI Bandar Lampung. Menyelesaikan S-1 Pendidikan Bahasa Inggris di STKIP-PGRI Bandar Lampung dan S-2 Pendidikan Bahasa Indonesia di STKIP-PGRI Bandar Lampung.

AND THEIR ABILITY IN WRITING NARRATIVE TEXT AT THE FIRST SEMESTER OF THE ELEVENTH CLASS AT MA HIDAAYATUL ISLAMIYAH BANDAR LAMPUNG

  IN 2014/2015 (Riska Alfiawati)