Chapter IV

FINDINGS AND DISCUSSION

In this chapter, the writer presenting the analysis of the data collect dealing with
correlation between English sentence patterns and reading comprehension ability. The purpose
of this chapter is to present the data obtain from the sentence patterns test and reading
comprehension test, dealing with the correlational study between knowledge of English
sentence patterns and reading comprehension ability of Students at SMA N 1 Kupang Barat.
After having the Students participant in sentence patterns test and reading comprehension
test, both result were computing and further analyze using Pearson product moment
correlational formula to seek for r-value between the two variables.
The first of all, the writer is calculating the data dealing with scores that elapses in
reading test. The students answer the question in multiple choice test for every element consist
of ten questions.
Due to sentence patterns and reading comprehension, the writer finding out the
correlational between both of them by employing Pearsons product moment formula, X for
sentence patterns score and Y for reading comprehension score. The data will be analyzed
basis on the theory of Fromkin (2003) and Blair et al (1981). The data will collect in the
presentation of data, data tabulation, and analysis of data.

28

4.1. Presentation of data

After doing field research which basically aim to find out whether or not there is
correlation between English sentence patterns and reading comprehension ability, the data
obtain from the test on the two variables are now being present. In the following table, the
writer then presenting students score in sentence patterns and reading comprehension. The
Students score in both of the variables are applying orderly to show their correlation in this
case X variable and Y variable.

Table 1. the result of Sentence Patterns test and Reading Comprehension test
Sample (N)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

X
7
8
9
8
9
8
8
7
9
9
8
8
8
8
10

Y
8
9
9
10
9
8
19
7
9
10
8
7
10
9
8

29

16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Sum

6
8
8
10
8
9
10
9
8
9
8
7
10
9
9
252

7
8
10
9
9
9
8
8
6
9
8
9
10
8
10
258

Remarks:
X: The Students score in Sentence Patterns
Y: The Students score in Reading Comprehension
N: Sample of Students
4.2. Data Tabulation.
The data present before using statistical analysis call correlation statistic. There is some of
Formula which is commonly applying in computing correlation coefficient such as productmoment correlation, rank different correlation, multi variate correlation and etc. the formula is
used to describe the strange of relationship between the two variables.
To analyze data of this correlation study, the writer choose Pearson-product moment
formula to seek correlation coefficient between English sentence patterns and reading
comprehension ability from the three formulas categorize under product formula under is the
writing table of the students score in the two variables.

30

Table 2. the result of Sentence Patterns test and Reading Comprehension test in order to know
the scores of x2 and y2.
N
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

X
7
8
9
8
8
9
8
8
7
9
8
8
8
8
10
6
8
8
10
8

Y
8
9
9
10
10
9
8
7
9
10
8
7
10
9
8
7
8
10
9
9

X2
49
64
81
64
81
64
64
64
49
81
81
64
64
64
100
36
64
64
100
64

Y2
64
81
81
100
81
64
81
49
81
100
64
49
100
81
64
49
64
100
81
81

31
21
22
23
24
25
26
27
28
29

9
10
9
8
9
8
7
10
9

9
8
8
6
9
8
9
10
8

81
100
81
64
81
64
49
100
81

81
64
64
36
81
64
81
100
64

30
Sum

9
252

10
258

81
2144

100
2250

Clues:
X= 252 (the summation of X column: 7 + 8 + 9 += 252)
Y= 258 (the summation of Y column: 8 + 9 + 9 += 258)
X2= 2144 (the summation of squares of column X)
Y2= 2250 (the summation of squares of column Y)

32
4.1.3. Data analysis
After obtaining the required values from the computation in the working tables, then
the next steps is to find out the correlation coefficient, the formula which considered more
practical and easy to be employed is third formula of Pearson-product moment that is:
Rxy=

Where:

n xy x . y
n x 2( x ) 2 n y 2( y) 2

Rxy

= index correlational of variable x and y

= total of variable X

= total of variable Y

x2

= total of variable x that have been squared.

y2

= total of variable y that have been squared

xy

= multiplied number of variable x and y

(x)2

= is got by squared the total of x

(y)2 = is got by squared the total of y

33
Table 3. The result of Sentence Patterns test and Reading Comprehension test in order to
know the score of xy
Sample (N)
1
2
3
4
5
6
7
8
9
10

X
7
8
9
8
8
9
8
8
7
9

Y
8
9
9
10
10
9
8
7
9
10

xy
56
72
81
80
81
64
72
56
63
90

11
12
13
14
15
16
17
18
19
20

8
8
8
8
10
6
8
8
10
8

8
7
10
9
8
7
8
10
9
9

72
56
80
72
80
42
64
80
90
72

34
21
22
23
24
25
26
27
28
29
30
Sum

9
10
9
8
9
8
7
10
9
9
252

9
8
8
6
9
8
9
10
8
10
258

81
80
72
48
81
64
63
100
72
90
2174

Table show the result of sentence patterns test and reading comprehension test in other
word to know the scores of xy, know the result of xy before it will easy in computing the
correlational coefficient of the two variables.
xy = 2174
x

= 252

(x)2= 64320

y = 258

(y)2= 67500

= 30

35
Here it goes:
Rxy=

n xy x . y
n x 2( x ) 2 n y 2( y) 2

30. 2174(2 52 .258)

Rxy =

30. ( 2144 ) ( 252 ) 2 30.2250( 258 ) 2

Rxy =

6522065016
6432063504 6750066564

Rxy =

587
816 936

Rxy =

587
28,56 . 30,59

Rxy =

587
873,65

= 0,67
The result of index correlation of this two variables is rxy= 1,000. It is high
correlation of the interpretation of the table product moment correlation

36
From the computation above, it is clear and convincing that the r-value shows that there
is a positive correlation between sentence patterns and reading comprehension. The
correlation coefficient between the two variables is 1,000 having obtained correlation
coefficient means nothing or least is no greater value of little usefulness until we find the
significant of the two correlation coefficient, the result between the two variables is 1,000
with the interpretation is high correlation. Before presenting the significant of the correlation
coefficient the writer would like first present table of frequency of the sentence patterns and
reading comprehension scores distribution (of the X and Y variables) among the students.
Table 4. Distribution of Sentence Patterns score
According to standard of 0 until 10
N of students
4
9
13
3
1
-

Score frequency
10
9
8
7
6
5
4
3
2
1

Based on the table above, variable X (sentence patterns knowledge), there are 13 students
get best score ((9-10), 16 students get better score (7-8), and 1 student get good score (6).

37
Table 5: distribution of Reading Comprehension score
According to standard of 0 until 10
N of students
6
11
9
3
1
-

Score frequency
10
9
8
7
6
5
4
3
2
1
0

Based on the table above, variable Y (reading comprehension ability), there are 17
students get best score (9-10), 12 students get better score (7-8) and 1 students get good score
(6).

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Table 6: Value of correlational coefficient for different levels of significance (P)

DF
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

.01
.98769
.90000
.8054
.7293
.6694
.6215
.5822
.5494
.5214
.4973
.4762
.4575
.4409
.4259
.4124
.4000
.3887
.3783
.3687
.3598

P
.05
.99692
.95000
.8783
.8114
.7545
.7067
.6664
.6319
.6021
.5760
.5529
.5324
.5739
.4973
.4821
.4683
.4555
.4438
.4329
.4227

.01
.99988
.99000
.95873
.91720
.8745
.8343
.7977
.7646
.7348
.7079
.6835
.6614
.641
.6226
.6055
.5897
.5751
.5614
.5487
.5368

.001
.99999
.99900
.99116
.97406
.95074
.92493
.8982
.8721
.8471
.8233
.8010
.7800
.7603
.7420
.7246
.7084
.6932
.6787
.6652
.6524

39
25
30
35
40
45

.3233
.2960
.2746
.2573
.2428

.309
.3494
.3246
.3044
.2875

.4869
.4487
.4182
.3932
.3721

.5974
.5541
.5189
.4896
.4648

50
60
70
80
90
100

.2306
.2108
.1954
.1829
.1726
.1638

.2732
.2500
.2319
.2170
.2050
.1946

.3541
.3248
.3017
.2830
.2673
.2540

.4433
.4078
.3799
.3568
.3375
.3211

Some of them have much knowledge of English sentence patterns but they didnt
understand the text well and also didnt understand about question or have not
comprehension about it. Hence they got the problem to answer the question.
Based on the great correlation, the writer would like to classify the extent of correlation
coefficient of different levels of significance by using the table as suggested by Gay.
(1987:412) as follows:
No of subjects
(N)
30
30
30
30
30

Value of coefficient Interpretation of (r) value sight

correlation
0.130-less
0.191-0,349
0,351-0,491
0.500-0,553
0.565-1.000

correlation
Relationship is so small
Weak correlation
Moderate correlation
High correlation
Very high correlation

40

The main point for discussing covers the correlation value between two of the test, the
implication of this r-value and the interpretation of this result basis on the result of the
computing of the correlation between sentence patterns knowledge and reading
comprehension ability with the r-value equals to 1,000. The direction of correlation is
positive correlation that means that the students who score high is sentence patterns tend to
score similarly on the reading task.
The result shows that the correlation is categorize a very high correlation therefore the
null hypothesis (H0) is rejected and the alternative hypothesis (H1) is received. This proved
that by the significant correlation occurs between English sentence patterns and the more
than someones reading comprehension it means that the improvement of sentence patterns
can be way solution in improving reading comprehension.

41