Alfi Aulia Ayunina (D05217002)

Auliya Khosyiun (D05217004)

THE CORRELATION BETWEEN READING COMPREHENSION AND WRITING
ABILITY ON STUDENT’S THIRD SEMESTER AT UIN SUNAN AMPEL SURABAYA

Chapter I : Introduction
This research is interest in investigating correlation between reading comprehension and
writing ability due to some reasons. . First, the student often complained that they do not like to
read the text because the students think that reading is not interesting. They do not know what the
meaning of the text so they feel lazy to read it and they have lack of vocabulary. The difficulty of
the reading material could encourage or discourage the students from learning the text. Second,
when students are told to write, they feel tired. The researcher found, when the students read
extensively they would become better writers. Reading is a variety of genres that helps students to
learn structures language that can be transferred to their writing later on. At the same time, writing
practice would help students to build their reading comprehension. Relation between reading
comprehension and writing is important because the students can build their reading
comprehension if they always practice their writing ability. Students can imagine the situation
when they read an example of a text. Then, they can write the same types of the text with different
experience. So that, students can write their own text after they read example of the text.

Language is one of the things that people use for social interaction. It because language is
a tool of communication that people use to convey information, thought, idea, and feeling.
Language also has important function to connect people with their surrounding and in daily activity
people will use language to communicate, to interact and to socialize with their surroundings.

Reading is ability to draw meaning from the printed page and interpret this information
appropriately (Grabe and Stoler, 2002). Comprehension is the process of simultaneously extracting
and constructing meaning though interaction and involvement with written language (Snow,
2002). Reading comprehension is the process of using syntactic, semantic, and rhetorical
information found in the printed texts to reconstruct in the reader’s mind, using the knowledge of
the world he or she possesses.
 Writing is very important for those who learn English as foreign or second language.
Writing is the act or art of forming letters and characters on paper, wood, stone, or other material,
for the purpose of recording the ideas which characters and words express, or of communicating
them to others by visible signs. It means that, by writing, someone can express the ideas he/she is
going to express.

Basically, reading and writing affects one another. Researchers have found, when students
read extensively they become better writers. Reading is a variety of genres that helps students to
learn structures and language that can be transferred to their writing later on. At the same time,
writing practice will help the students to build their reading skill.

This study has potential limitation that has a purpose to simplify the study. The researcher
limit the issue in this research on the two variables, those are students’s reading comprehension
and writing ability. Then, from those two variables, the researcher would focus or limit the issue
about the correlation between students’s reading comprehension and writing ability. the research
subject is the english education students on the 3rd semester of UIN Sunan Ampel Surabaya. The
quantitative approach, and correlation method are used to examine the correlation between two
variables

In addition, the relation between reading comprehension and writing ability is an

interesting thing to investigate. In this research there were three research questions, they were:

1. How is students’ reading comprehension of the Third Semester Students of English

Languange Education Department of Teachers Training and Education Faculty of UIN
Sunan Ampel?

2. How is students’ writing ability of the Third Semester Students of English Languange
Education Department of Teachers Training and Education Faculty of UIN Sunan
Ampel?

3. Is there any correlation between reading comprehension and writing ability of the Third
Semester Students of English Language Education Department of Teachers Training
and Education Faculty of UIN Sunan Ampel?.
 There are some key terms used frequently in this study that it would be useful to provide
the definition in this introduction chapter : Language, Reading, Reading comprehension, Writing,
Writing ability.

Chapter II : Literature Review

A. Review of related literature

Reading is one of the four language skills that should be mastered by every student
if they want to comprehend the text entirely. Reading perceives a written text in order to
understand its contents. Reading is to learn unique thinking skills. Furthermore, learners
must have ability to comprehend the material from text by using their own through
activities which help them into an outline, be able to find comparison and contrast or cause
and effect examples, following an argument in the text, choosing relevant topic under
discussion. According to Nunan (1990:33) states reading is an interactive process, in which
the reader constantly shuttles between bottoms-up and top-down processes. Harmer
(1995:215) states that reading is often a prelude to a speaking or writing activity. In the
development of the theory of reading comprehension, bottom-up and top-down processing
strategies are important for readers. Moreover, Grabe (2009:47) states that aspect of
reading – perception of word or comprehension is consider being a primary importance.
According to Nunan (1999:251) there are seven main purposes of reading: (1) to
obtain information for some purposes or because we are curious some discussed; (2) to
obtain instructions on how to perform some tasks for our work or daily lives such as
knowing how an appliance works and business runs; (3) to act in a play, play a game, do a
puzzle; (4) To keep in touch with friends by correspondence or to understand the business
letters, business documents and reports; (5) To know when and where something will take
place; (6) To know what is happening as reported in newspapers, magazines, reports,
business journals, business books, etc; (7) for enjoyment or excitement.
Reading comprehension instruction has evolved from teaching decoding of texts to
teaching inferential and evaluative thinking (Fielding and Pearson, 1994:1). Reading
comprehension is a reading-thinking activity and such as relies for its success upon the
level of intelligence of the reader, his or her speed of thinking, and ability to detect
relationship (Burnes and Page, 1991:47). Reading can “expose students to models of
different types of writing” (Joyce and Christie, 1989, p.105). Reading comprehension is
the act of understanding what a reader read. While the definition can be simply stated, the
act is not simple to teach, learn or practice. Reading comprehension is an intentional,
active, interactive process that occurs before, during and after a person reads a particular
piece of writing. In line with this, Snow (2002) defines reading comprehension as the
process of simultaneously extracting and constructing meaning through interaction and
involvement with written language. Meanwhile Yale (2008) states there are two elements
that make up the process of reading comprehension: vocabulary knowledge and text
comprehension. In order to understand a text the reader must be able to comprehend the
vocabulary used in the piece of writing. If the words do not make the sense then the overall
story will not either.
Writing is also an important skill in guiding students to successful language
learning because writing is an act of communication. It is an act that used to express idea,
thought, or feeling in written form. According to Raymond (1980), writing is more than a
medium of communication. It means that writing is not just the way to communicate to
each other but also as means of ideas and emotional expression. Meanwhile Oshima and
Hogue (1999) state that writing takes study and practice to develop this skill. In other word,
writing is a process not a product. Writing is a progressive activity. It means that when
people write something for the first time, they have already been thinking about what they
are going to say it and how they are going to say it
Reading and writing is related. According to recommendations from the major
English/Language Arts professional organizations in the article entitled “The Relationship
between Reading and Writing” (2008), reading instruction is most effective when
intertwined with writing instruction and vice versa. Research has found that when learners
read extensively they become better writers. It because reading is a variety of genres which
helps learners to learn text structure and language that they can transfer to their own
writing. In addition, reading provides learners with prior knowledge that they can use in
their stories. Especially for young learners, a major portion of what they know come from
the texts that they read. Since writing is the act of transmitting knowledge in print, writers
must have information to share before they can write it. Therefore reading plays a major
role in writing. At the same time practice in writing helps learners build their reading skill.
For learners practice in the process of writing their own texts helps them analyze the pieces
that they read. They can apply their knowledge about the ways that they chose to use
particular language, text structure or content to better understand a professional author’s
construction of his or her texts.
There are a few researchers who have conducted similar research. First, a study that
was conducted by (P, Syarfi, & Sumbayak, 2012) where the result is significant correlation
between reading and writing in moderate level with 0.59 as the result of coefficient, it could
be assumed that 59% of the students succeed in increasing their writing ability through
their ability in reading comprehension. Lestari, et al (2018) found that reading attitude
became the best predictor and influenced the students

The next study was conducted by Koons (2008) with the title The ReadingWriting
Connection: An Investigation of the Relationship Between Reading Ability and Writing
Quality Across Multiple Grades and Three Writing Discourse Modes . This study used data
collection from a sample of 521 students in grades 4, 6, 8, 10, and 12 from one school
district in a small town in the northeast corner of Mississippi. The reading comprehension
instrument was adapted from Scholastic Reading Inventory and the writing instrument used
three types of discourse mode: narrative, informative and persuasive. The study addressed
the overall relationship between reading and writing within grades and across grade using
correlational analysis as well as SEM. Unadjusted correlations were used to examine the
relationship between student cores for reading and writing. The result of this study showed
that there was a strong relationship between reading ability and writing quality in all grades,
but that it varies by grade. The relationship is stronger in the upper grades that it was in the
lower grades (rxy of 4th grade: 0,57; rxy of 6th grade: 0,48; rxy of 8th grade: 0.67; rxy of
10th grade: 0.63; rxy of 12th grade: 0.61).
The next study was conducted by Maula (2015) with the tittle: the correlation
between students reading habit and their ability of writing narrative text (A correlational
study on the eleventh graders of SMA N 1 Kajen pekalongan in the academic year of
2014/2015). This study used data collection from 34 students as a sample. The result of the
study was computed r was higher than r-table (0.629>0.339). It means that between
students reading habit and their ability of writing narrative text had a high correlation
 B. Statement of research hypotheses
Based on the theory above, the researcher will make the hypothesis that there is
positive significant correlation between reading comprehension and writing ability.

Chapter III : Method

1. Participants
The research about the correlation between reading comprehension and writing
ability will conduct at Teachers Training and Education Faculty of UIN Sunan Ampel
Surabaya. The population is the Students of English Language Education Department of
on the 3rd semester which is consisting of 98 students. The sample was 30 students taken
with convinience sampling or taken voluntarily.
2. Instrumentation
To get the data, the researcher will use two instruments. First is about reading
comprehension test and second is about writing test.To collect data of reading
comprehension, the researcher was used multiple choice test. The type of test is multiple
choices with 10 question items, each item was four choices, one is the right answer and the
rest are distractors
To collect data of writing ability, the researcher will ask the students to summarize the text
that they have read before in their own words. The researches used rubrics to asses the
students writing.
3. Research Design
In doing research, we need to research design. A research design is a systematic
approach that a researcher conduct the study. According to Cresswell (2009:3) statement
the research design is plans and the procedures for research to detailed methods of data
collection and analysis data. The Non-Experimental types is chosen by the researchers for
doing the research.
This research deals with the correlation between two variables, namely reading
comprehension and writing ability. Correlation research is a research to find out how
significant the correlation between two variables. In this case, the variables are reading
comprehension and writing ability. Convinience sampling is choosed due to the situation
that were faced by the researcher, lack of availability of place and also lack of availabiality
 of time for doing the data collection activity make the researcher decides touse this type of
sampling.
Each students who being a sample of this research wil get the same treatments from
the researcher. Two different tests, those are reading comprehension test and writing test
would be given for the students to get the categorical data results as the main objects to be
processed for answering the research questions of this research study.
4. Procedure
To obtain this data in this research there are two instruments. First, the researcher
collect 30 students on the 3rd semester of UIN Sunan Ampel Surabaya and the researcher
will give the multiple choice with 10 question items and based on the text. The researcher
will ask the student to answer the question and give fifteen minutes to finish the question.
Second, in order to obtain the data for this research, the researcher will give a test
to the students. The test was to write a summary in the form of essay from the text that they
have read before in their own words. Students will give 20 minutes to write its summary.
After 20 minutes, the researcher will collect the students’ summary and then the students’
summary was graded by the researcher.
5. Data Analysis
To assess the result of multiple choices test, the researcher will calculate the number
of right and wrong answers of each participant. Each one question that answered correctly
will get 10 point and no minus score when they answer wrong. To assess writing summary
test, the researcher will provide scoring rubric with five criteria such as main idea, details,
order, paraphrase, and conventions. The rating on the scoring rubric are Excellent (91-100),
Good(71-90), Below Average(61-70), and Ineffective (50-60).

To find out the correlation between students’ ability in writing and reading
comprehension, the researcher will use the formula to assess this abilities. The researchers
will use the correlation formula from Karl Pearson and the formula called Pearson Product
Moment. One of the most commonly used formula in stats is Pearson’s correlation formula.
The researcher will use this formula to test two variables and the formula of the Pearson
Product Correlation in this below:
 N = the number of respondent
X = the students’ score in reading comprehension test
Y = the students’ score in writing test
ƩX = the sum of reading comprehension test’s scores
ƩY = the sum of writing test’s scores
ƩX2 = the sum of reading comprehension test scores in quadratic
Ʃ Y2 = the sum of writing test scores in quadratic
(Ʃ X)2 = the quadratic of the sum of reading comprehension test’s scores
(Ʃ Y)2 = the quadratic of the sum of writing test’s scores
ƩXY = the sum of reading comprehension test scores and writing test scores
6. Appendix
a. Scoring Rubric Summary writing
 b. Reading Comprehension Instrument
Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of
education. It can be considered a branch of both philosophy and education. Education can be defined as the
teaching and learning of specific skills, and the imparting of knowledge, judgment and wisdom, and is
something broader than the societal institution of education we often speak of.

Many educationalists consider it a weak and woolly field, too far removed from the practical
applications of the real world to be useful. But philosophers dating back to Plato and the Ancient Greeks
have given the area much thought and emphasis, and there is little doubt that their work has helped shape
the practice of education over the millennia.

Plato is the earliest important educational thinker, and education is an essential element in "The
Republic" (his most important work on philosophy and political theory, written around 360 B.C.). In it, he
advocates some rather extreme methods: removing children from their mothers' care and raising them as
wards of the state, and differentiating children suitable to the various castes, the highest receiving the most
education, so that they could act as guardians of the city and care for the less able. He believed that education
should be holistic, including facts, skills, physical discipline, music and art. Plato believed that talent and
intelligence is not distributed genetically and thus is be found in children born to all classes, although his
proposed system of selective public education for an educated minority of the population does not really
follow a democratic model.

Aristotle considered human nature, habit and reason to be equally important forces to be cultivated
in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that
teachers lead their students systematically, and that repetition be used as a key tool to develop good habits,
unlike Socrates' emphasis on questioning his listeners to bring out their own ideas. He emphasized the
balancing of the theoretical and practical aspects of subjects taught, among which he explicitly mentions
reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences,
as well as play, which he also considered important.

During the Medieval period, the idea of Perennialism was first formulated by St. Thomas Aquinas
in his work "De Magistro". Perennialism holds that one should teach those things deemed to be of
everlasting importance to all people everywhere, namely principles and reasoning, not just facts (which are
apt to change over time), and that one should teach first about people, not machines or techniques. It was
originally religious in nature, and it was only much later that a theory of secular perennialism developed.

During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was one of the first to
critically look at education. Unusually for his time, Montaigne was willing to question the conventional
wisdom of the period, calling into question the whole edifice of the educational system, and the implicit
assumption that university-educated philosophers were necessarily wiser than uneducated farm workers,
for example.

1. What is the difference between the approaches of Socrates and Aristotle?

 a. Aristotle felt the need for repetition to develop good habits in students; Socrates felt that
students need to be constantly questioned

b. Aristotle felt the need for rote-learning; Socrates emphasized on dialogic learning

c. There was no difference

d. Aristotle emphasized on the importance of paying attention to human nature; Socrates

emphasized upon science

2. Why do educationists consider philosophy a ‘weak and woolly’ field?

a. It is not practically applicable

b. It is theoretical concepts are easily understood

c. It is irrelevant for education

d. None of the above

3. What do you understand by the term ‘Perennialism’, in the context of the given comprehension
passage?

a. It refers to something which is of ceaseless importance

b. It refers to something which is quite unnecessary

c. It refers to something which is abstract and theoretical

d. It refers to something which existed in the past and no longer exists now

4. Were Plato’s beliefs about education democratic?

a. He believed that only the rich have the right to acquire education

b. Yes

c. He believed that only a select few are meant to attend schools

d. He believed that all pupils are not talented

5. Why did Aquinas propose a model of education which did not lay much emphasis on facts?

a. Facts are not important

b. Facts do not lead to holistic education

c. Facts change with the changing times

d. Facts are frozen in time

6. In Plato’s belief education should be holistic. What does it mean?

 a. It concludes five practicing aspect of subject to cover it

b. He does not have any beliefs about education

c. His beliefs in music and art aspect.

d. His beliefs in music, physical discipline and art

7. “He proposed that teachers lead their students systematically and repetition”. What the purpose
from this?

a. To emphasized the balancing of the theoretical and practicing aspect of subject taught

b. To develop students’ good habits

c. To produce good and virtuous citizen

d. To make physical discipline for student

8. Who was the one of the first to critically look at education during renaissance?

a. Aristotle

b. Plato

c. Michel de Montaigne

d. St. Thomas Aquinas

9. “Plato believed that talent and intelligence is not distributed genetically” (Paragraph 3). Where you
can find the intelligence in children?

a. It can find in children before primary school

b. It can’t find in children

c. It can find but not in children

d. It can find in children born to all classes

10. “… as the teaching and learning of specific skills, and the imparting of knowledge, judgment and
wisdom, and is something broader than the societal institution of education we often speak of.”
That can defined as

a. Philosophy

b. Education

c. Education Philosophy

d. Education Psychology
7. References
 https://www.mbarendezvous.com/reading-comprehension-passages/
 https://journal.iain-samarinda.ac.id/index.php/SAJIE/article/view/1150
 Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, Mixed Methods
Approaches. Los Angeles: Sage Publication Inc.
 P, R. E., Syarfi, M., & Sumbayak, D. M. (2012). The Correlation between Reading
Comprehension and Writing Narrative Text Ability of the Third Semester Students of English
Study Program Teachers Training and Education Faculty of University of Riau. University of
Riau.
 https://www.bcit.cc/cms/lib04/NJ03000372/Centricity/Domain/141/Response%20Writing%2
0Rubric.pdf
 Grellet, F. 1999. Developing Reading Skill A Practical Guide to Reading Comprehension
Exercise. Cambridge: Cambridge University Press.
 Wallace, M. J. and Larsen, F. D. 1987. Technique and Principles in Teaching Reading. Oxford:
Oxford University Press.