SKRIPSI

THE CORRELATION BETWEEN STUDENTS’ READING
HABIT AND STUDENTS’ WRITING ABILITY IN

NARRATIVE TEXT
(A Correlation Study to the Eleventh Grade of Smk Bina Karya Kabupaten
Tangerang in Academic Year 2019-2020)
MINI THESIS
Presented to the English Language Education of Faculty of Teacher Training and
Education of Universitas Islam Syekh – Yusuf Tangerang as the Fulfillment of
Requirement for Sarjana Pendidikan Degree
(Strata 1 Degree)
By:
FURQON NAZALI
1405020045
ENGLISH LANGUAGE EDUCATION

EDUCATION AND TEACHER TRAINING FACULTY
UNIVERSITAS ISLAM SYEKH YUSUF TANGERANG
2019
i
APPROVAL SHEET
THE CORRELATION BETWEEN STUDENTS’ READING HABIT AND
STUDENTS’ WRITING SKILL IN NARRATIVE TEXT AT ELEVENTH GRADE
OF SMK BINA KARYA PASAR KEMIS KABUPATEN TANGERANG IN
ACADEMIC YEAR 2019/2020
MINI THESIS
By
FURQON NAZALI
1405020045
Advisors Signature Date
1. Drs. Agus Mulyana, MA ……………… ……………….

(Advisor 1)
2. Tenia Ramalia, S.Pd., M.Pd ……………… ……………….

(Advisor 2)
Tangerang, ……………………2019
Dean of Faculty of Teacher Training Chief of English Department Faculty of

and Education Islamic University of Teacher Training and Education Islamic
Syekh Yusuf Tangerang University of Syekh Yusuf Tangerang
Dr. Khusaini, S.Pd, M.SE Imam Sudarmaji, S.Pd, M.Pd
i
ii
BUKTI PENGESAHAN
TELAH DISIDANGKAN DAN DINYATAKAN LULUS
Pada hari:
Nama : Furqon Nazali
Nim : 140502005
Progrm Studi : Pendidikan Bahasa Inggris
No Nama Penguji Tanda Tangan
Ketua Program Studi

Pendidikan Bahasa Inggris
Imam Sudarmaji, S.Pd., MPd

NIK: 410530293
ii
iii
AUTHENTICITY SHEET
(SURAT PERNYATAAN KEASLIAN SKRIPSI)
Yang bertanda tangan dibawah ini:

Nama : Furqon Nazali
NIM : 1405020045
Fakultas : Fakultas Keguruan dan Ilmu Pendidikan
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : “The Correlation between Students’ Reading Habit and
Students’ Writing Skill in Narrative Text at Eleventh Grade
Of SMK Bina Karya Kab. Tangerang in Academic Year
2019/2020”
Menyatakan dengan sesungguhnya bahwa skripsi yang saya susun sebagai

pesyaratan untuk memperoleh gelar sarjana dari program studi Pendidikan Bahasa
Inggris Fakultas Keguruan dan Ilm Pendidikan Universitas Islam Syekh-Yusuf
Tangerang merupakan hasil karya saya sendiri yang didapatkan melalui
pembimbing, peneltian, diskusi, dan pemaparan atau ujian. Dari sepanjang
sepengetahuan saya, tidak berisi materi yang ditulis orang lain kecuali bagian-
bagian yang saya kutip sebagai acuan dengan mengikuti tata cara dan etika
penulisan karya imiah yang lazim. Apabila ternyata terbukti tidak benar, hal ini
sepenuhnya sebagai tanggung jawab saya.
Tangerang, 13 September 2019

Yang Menyatakan,
Furqon Nazali
iv
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, all prises to be Allah SWT, The Most
Gracious, The Most Merciful. Because of Allah SWT, I could finish my Mini-
Thesis. Sholawat and Salam always be given to our prophet, Muhammad SAW,
his family, his companion and his followers.
This research entitled “The Correlation Between Students’ Reading Habit
and Students’ Writing Ability in Narrative Text at Eleventh Grade of SMK Bina
Karya Kab. Tangerang in Academic Year 2019/2020” is written as a Partial
Fulfillment of the Requirement of the attainment of Sarjana Pendidikan Degree at
English Language Department of Faculty of Teacher Training and Education of
the University of Syekh Yusuf Tangerang.
This study has been greatly improved by comments, critiques, and
information and supports from many people. In this opportunity the researcher
also would like to give specialist gratitude to:
1. Prof. Dr. H. Mustafa Kamil,Dip RSL, M.Pd, the Rector of Syekh Yusuf
Islamic University, Tangerang.
2. Dr. Khusaini,S.Pd., M.SE the Dean of Faculty of Teacher Training and
Education Syekh Yusuf Islamic University Tangerang.
3. Imam Sudarmaji, S.Pd, M.Pd the Chief of English Language Education
Departement, Faculty of Teacher Training and Education Syekh Yusuf
Islamic University Tangerang.
iv
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4. Drs. Agus Mulyana, MA as first Advisors who has spared his busy time
for the researcher to give advice, guidance, kindness, contributions and
patience in correcting and helping me to finish writing this paper.
5. Tenia Ramalia, S.Pd., M.Pd as seconds Advisors who has kindly and
patently given her valuable guidance, suggestion, advice and correction to
finish this paper.
6. All lecturers at English Department of Faculty Teacher Training and
Education, Islamic University of Syekh Yusuf Tangerang
7. My beloved parents Akhmad Mujamil and Wasriyati and who always pray
for me and support in various endeavor and moral encouragement to finish
this paper.
8. Thank you for my friends for the support and sharing, helping and nice
cooperation in UNIS Tangerang, BEM FKIP, Association of English
Education Student, Komunitas Baca tangerang, and in Faculty of Teacher
Training and Education.
Hopefully, this research can be advantageous contribution for all developing
critics, advice and suggestion are always welcome for better result of this mini
thesis.
Tangerang, 13 September 2019

The researcher
Furqon Nazali
vi
ABSTRACT
The purpose of this study is to know the correlation between students’

reading habit (X) and their writing ability in narrative text (Y) at eleventh
grade of SMK Bina Karya Kab. Tangerang in academic year 2019/2020. There
were 30 students taken as the sample of this study who were determined by
using random sampling technique. The collected data were analyzed by using
Pearson Product Moment Correlation and the instruments used were students’
writing test and questionnaire of students’ reading habit. Subsequently, the
research finding indicated that there is low correlation between students’
reading habit and their writing ability in narrative text. It is considered that
alternative hypothesis (Ha) in this research is rejected and the null hypothesis
(Ho) which stated that there is correlation between students’ reading habit and
their writing is accepted. In conclusion, the result of hypothesis test between
students’ reading habit and writing ability in narrative text of the eleventh
grade at SMK Bina Karya Kab. Tangerang shows a positive correlation. There
is low correlation between students’ reading habit and their writing ability in
narrative text at SMK Bina Karya Kab. Tangerang with r-coef=0,213. However,
students should improve the way of study, use perfectly time, and had good
habit to read English book. In writing, students are very suggested to read a
book. In order the students familiar with conversational English language
support.
vi
vii
TABLE OF CONTENT
APPROVAL SHEET..............................................................................................i
BUKTI PENGESAHAN........................................................................................ii
AUTHENTICITY SHEET...................................................................................iii
ACKNOWLEDGEMENT....................................................................................iv
ABSTRACT...........................................................................................................vi
TABLE OF CONTENT.......................................................................................vii
CHAPTER I............................................................................................................1
A. Background of the Study................................................................................1
B. Identification of the Problem..........................................................................5
C. Limitation of the Problem...............................................................................5
D. Formulation of the Problem............................................................................6
E. Objective of the Research...............................................................................6
F. Significance of the Study................................................................................6
CHAPTER II..........................................................................................................7
A. Theoretical Description..................................................................................7
1. Writing Ability...........................................................................................7
2. Narrative Text..........................................................................................14
3. Reading Habit..........................................................................................15
B. Review of the Previuos Research.................................................................17
C. Conceptual Framework.................................................................................19
D. Hypothesis....................................................................................................19
CHAPTER III.......................................................................................................20
A. Time and Place of the Research...................................................................20
B. Research Design...........................................................................................21
C. Population and Sample.................................................................................21
D. Research Instruments....................................................................................21
viii
E. Technique of Collecting Data.......................................................................31
F. Technique of Data Analysis.........................................................................33
G. Statistical Hypotheses...................................................................................37
CHAPTER IV.......................................................................................................38
A. Description of Data.......................................................................................38
B. The Test of the Analysis Assumtions...........................................................41
C. Testing of the Research Hypotheses and Discussions..................................42
D. Discussions...................................................................................................44
E. Research Weaknesses...................................................................................45
CHAFTER V.........................................................................................................46
A. Conclusion....................................................................................................46
B. Suggestions...................................................................................................46
BIBLIOGRAPHY................................................................................................47
APPENDICES......................................................................................................49
Appendix 1........................................................................................................49
Appendix 2........................................................................................................54
Appendix 3........................................................................................................59
Appendix 4........................................................................................................60
Appendix 5........................................................................................................61
viii
CHAPTER I
INTRODUCTION
A. Background of the Study

Language allows us to communicate with one another and every human
communicates with others using language. We need language to express our
thoughts to one another in spoken form and in written form to communicate.
According to Sugono et al. (2008) there are two definitions of language. First,
language is a system of arbitrary and conventional sound symbols which is
used as a communication tool to show feelings and ideas. Second, language is
the speech which is used by a community (ethnic, nation, region, etc.). In
another word, language is a system of sound symbols represents human feeling
and idea that is approved and used by a group of people as communication
tool.
One of famous languages that is used over the world is English. English
language is an example for the importance of a language because it is an
international language. English has become the most important language to
people in many parts of the world. It is the most used language in
communicating around the world. It is spoken as the first language in many
countries. However, English is playing a major role in many sections like
education, medicine, engineering and business. Why is English the global
language, and not the other language? According to Crystal (2003) there are
two answers to the question: one is geographical-historical; the other is socio-
cultural.
Learning English is very necessary because of some reasons based on the
world fact. The first, English used by a large number of countries. When
people visit other country or meet foreign person from other countries, it
possible that they will use English to communicate. The second, English is
dominant business language, so that the people who enter a global workforce
are a necessary to speak English. The third, many world’s top movies, books,
music, and literatures are published in English. It has been proved by the
international books, sciences, newspapers, movies, song lyrics and
1
2
technologies mostly used English as the standard language. The last, many
companies around the world, even in Indonesia, require that their
employees speak English. In some cases, these companies are requiring their
workers to only use English. Therefore, English is necessary to be learned and
mastered.
In Indonesia, English is also taught in elementary school to university
level. English is taught in Indonesia as a foreign language. It can be seen that
English is the only one foreign language that is tested in National Examination.
It can be concluded that English get more attention in Indonesia as a foreign
language. In Indonesia, English becomes an important foreign language.
Indeed, according to Hamra (2010) English is the first foreign language in
Indonesia. The government has used English in the curriculum for many years.
There are four language skills. Those are listening, speaking, reading,
and writing. When learning new language, the order of acquisition is generally.
Harmer (2004) states that those skills are often divided into two types. First,
receptive skill used for reading and listening, skills where meaning is extracted
from the discourse. Productive skill is the term for speaking and writing, skills
where students actually have to produce language themselves.
In the real life communication, being able to speak English is not enough.
It is because not all communication activities can be held in the form of spoken
language, but also they need written form. Langan (2011) stated that writing
can be used as a means of communication. In the global era, many aspects of
life need writing skill as a part of the requirements. One of the examples which
writing takes an important role is in the educational setting. In the education,
students are expected to be able to write a kind of academic writing. Therefore,
schools should provide their students with sufficient skills which are needed to
face the real world situation with the real language use.
Writing is a method of representing language in visual from through the
sign and symbols. Writing is also one of language skill that is always taught in
school. Writing ability is more complex and difficult than the other skills
which not only require the mastery of linguistic competence such as grammar,
vocabulary, pronunciation, intonation, etc. but also it requires the conceptual
3
judgment. This is indicated by J. B. Heaton (1988) who state the writing ability
are complex and sometimes difficult to teach, requiring mastery not only of
grammatical and rhetorical devices but also conceptual and judgmental
elements.
Zhang (2013) argues that to learn a foreign language, it is necessary to
master all of four skills. It is incorrect to suppose that you can listen to others
and read materials in the target language but cannot speak and write in it at all.
Writing is the most difficult skill to learn and to master among those skills
above because writing is productive skill so that students who are learning
writing have to learn how to find ideas, and express them into writing. To learn
English as a foreign language, writing is one of the four language skills that
should be mastered by students. Whatever they are, they must learn the
language skill to master English well include writing.
Even though students have learned writing since elementary school, most
of them still find problem in writing process. Writing becomes an important
part of language teaching, and it has complicated problem for students in
Indonesia. Therefore, English teachers should find a good strategy to make
students be able to write an English letter and moreover enjoy writing English
text. However, Fareed et. al. (2017) stated that it is considered a difficult skill,
particularly in English as a second language (ESL) contexts where students
face many challenges in writing.
Based on the observation with the teacher of SMK Bina Karya Kab.
Tangerang, many of the students got difficulties in writing narrative text. They
often make mistakes in subject-verb agreement, pronouns, tenses, articles,
prepositions and basic sentence structures. Furthermore, when the students
write a narrative text, they often get difficulties in finding a suitable word.
Then, the students were poor in grammatical use in sentences. As the
concequence, even for making a simple paragraph, the students spent much
time looking up at their dictionary to find meaning of words. As a result, most
of time of learning writing in the classroom spent to find the vocabulary items
needed. The chart below will explain about the learning outcome of the
students’ scores in writing activity which still gets the low minimum criteria.
4
80
70 67
60
60
50
40
40
33
30
20
10
The Low Minimum Mastery Criteria
0
X TKR The Upper Minimum Mastery Criteria X MP
Sources: English Teacher Document
Graphic 1.1
Score of daily examination 1st semester of the eleventh grade of SMK Bina
Karya Kab. Tangerang in academic year 2019/2020
Several students find difficult to understand in writing skill is able to

see with the chart above. From the chart above we be able to see from two
classes in the first class X TKR score of the daily test shows that 67% students
got The Low Minimum Mastery Criteria, and only 33% students got The
Upper Minimum Mastery Criteria. In the other class the chart shows that the
score is not much different. X MP got 60% students The Low Minimum
Mastery Criteria, and only 40% students who got The Upper Minimum
Mastery Criteria.
In writing process student can be affected by the text they have read and
their reading activities because there were kinds of genre in every text, also
many new vocabularies and structure that can be used as examples to write a
text. By reading, they will find much knowledge, many vocabularies and so on.
In another hand, the students have to realize why they must grow reading
interest to reach reading habit through the reasons why they must read. For the
5
student’s future, reading could be the fundamental skill when they

communicate to international people. Students are demanded to have abilities
to understand many kinds of texts such as recounts, descriptive texts, narrative
text etc. They are also expected to be able to get the message of those kinds of
texts. According to Harmer (2007) reading is the most complex and difficult
skill students should master at school. Students need to learn English to get
more knowledge of vocabulary because it is helpful to speak English very well.
Therefore, reading ability became very important because the success of
students in studying depend on the greater part of their ability to read. The
important of English related to the position of English in Indonesia as a foreign
language.
From the description above, it can be seen clearly that reading habit
could give impact to writing ability. Theoretically, if the students have a good
reading habit, their writing ability is also good. Writing ability is part of
English that must be mastered by students. The researcher put on interest to
study whether there is a positive correlation between reading habit and writing
ability. Based on the explanation above, the researcher conducted a study
entitled THE CORRELATION BETWEEN STUDENTS’ READING HABIT
AND STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT (A
Correlation Study to the Eleventh Grade Students SMK Bina Karya Kab.
Tangerang in the Academic Year 2019/2020).
B. Identification of the Problem

Based on the background of the study, the researcher found some
problems that can be identified. The problems are as follow;
1. Many students in SMK Bina Karya Kab. Tangerang that claim writing
English is difficult activity.
2. Students do not have rich vocabulary when writing English text.
3. Some students often make mistakes in subject-verb agreement, pronouns,
tenses, articles, prepositions and basic sentence structures.
6
C. Limitation of the Problem

This study will discuss about the correlation between reading habit amd
writing ability. The researcher limits the writing ability only on writing
narrative text that will be discussed in this research. The researcher limits
reading habit only on reading English text.
D. Formulation of the Problem

Based on the identification of the problem and the limitation of the
problem, the problem statement can be formulated as follows:
1. Is there any correlation between students’ reading habit and students’
writing ability in narrative text?
E. Objective of the Research

In line with the statement of the problem above, the objective of this
study is to get empirical evidence whether or not there is significant positive
correlation between reading habit and writing ability of the eleventh grade
students SMK Bina Karya Kab. Tangerang in academic year 2019/2020.
F. Significance of the Study

The result of the study is expected to give some benefits theoretically and
also practically. Both benefits as follow:
1. Theoretical benefit, this study is expected to contribute the larger body of
English education knowledge in translation ability and reading habit,
especially in relation to the writing descriptive text.
2. Practical benefit, this study has benefit for the students, English teacher,
and the other researchers. Those benefits as follow:
a. For the students, the result of this study to give information about
the importance of translation ability, reading habit and writing
ability.
b. For English teachers, the result of the study can be used as input for
English teachers to motivate their students to get satisfying
7
comprehension in writing English text by having translation ability

and reading habit.
c. For the other researchers, the result of the study can be used as
information for others who want to study further, especially in
English education to know the other factors affecting English
writing ability.
8
CHAPTER II
THEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK, AND

RESEARCH HYPOTHESES
A. Theoretical Description
1. Writing Ability
a. Definition of writing
Peter T. Daniels & William Bright (1996) stated that writing is the
representation of language in a textual medium through the use of a set of
signs or symbols known as a writing system. It means that writing is
process to convey an idea or thought by using text. Writing is an activity
that can be useful in our daily life. According to Douna et al. (2015), we
can study and get or share information by writing. Besides writing the
other skills such as listening, speaking, and reading are also influential
because sometime the researcher will be need the contribution with other
skills to improve and for getting the good ideas and topic.
Writing is a way communicative effectively. According to Khalid et

al. (2014) people must constantly adjust their speech to suit their purpose
and audience. In another expert, according to Ruane & Chappell (2018),
writing is one part important in communication especially in education,
because ideally that will be activities and objective in the classroom for
students to answer assessment.
Rusmajadi (2010) stated that writing is the complex process when
the researcher explores any ideas and thoughts then compounds them into
the concrete one. The researcher can add or remove some idea and thought
then arrange them into written form. Harmer (2007) mentioned that
writing involve planning what we are going to write. First, drafting it.
Then reviewing and editing what we have written and producing a final
version. Based on the explanation above, it can be concluded that writing
9
is creating and arranging text form of the ideas, thoughts, or messages in

order to convey it effectively.
b. Process of writing
Brown (1989) stated that there

7 were three stages of writing process.
Those are preparing, drafting, and revising.
1) Preparing to write
Most writing need some preparations. The preparation is the first

stage of writing process. What will the researchers do in writing
depends on the target reader, writing purpose, writing content, and
writing situation. For example, writing a short message to the friend
requires different preparation with writing an application letter. The
steps will do in this stage are as follow:
a) Brainstorming: Searching for the idea or topic

b) Searching and reading the knowledge references related to the
topic if the researcher did not know already.
c) Speed writing or timed writing: write as much as the researchers
can possibly about the topic in the limit of time.
d) Asking the ‘WH’ questions related to the topic.
e) Getting the ideas into order
2) Drafting
The drafting stage is where the researchers really begin to write.

The most important thing here is to get words onto paper (file work
sheet if the researcher do not plan to print the writing result). This is the
time for researchers to get down their ideas and thoughts, composing
drafts based upon preparing activities. As they compose, researchers
10
begin to determine what to include or exclude, and mark decisions

about how these ideas will be organized.
To produce a first draft, the researchers record their ideas rapidly

in order to capture the essence of what they have to say. They do not
have to make any attempt to revise or edit at this point. They focus on
talking to the reader and begin to develop a personal style as they
owned. Then, to write subsequent drafts, the researchers often
accomplish their work by removing, adding, and rearranging ideas
directly on the page.
3) Revising
The revising stage is where the researchers check that they have
said what they wanted to say and they have said in a clear and
appropriate way. Before begin revising the draft, think about these
points:
a) Revising is the most important stage in the writing process.

b) It involves checking that content and purpose are clear and
appropriate for your reader, in the particular writing situation.
c) It is not just a matter of checking spelling, punctuation and
grammar, but also involves arranging, changing, adding, and
omitting words.
When revising, the researchers can make some change on their

writing. Some changes which are might made when revising, as follow:
a) Change the order of parts to make the content or purpose clearer.

b) Add and remove parts.
c) Said a same thing in different way.
d) Replace one word with the more appropriate one.
e) Combine the sentences by removing unnecessary words or
phrases.
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f) Shorten the very long sentence into two or three shorter one.
g) Change parts which are inappropriate for the situation, the
purpose or the target reader.
h) Correct the grammar and spelling.
i) Correct the punctuation.
Then, in reflecting their own writing, the researchers can make

conference with self, peers, friends, teacher, expert, or sample of target
readers. Through conferencing, they can obtain constructive feedback
and support to help them write more perfect and effective writing.
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c. Types of writing
Determining the type of writing needs to do. It will help to determine
topic, purpose, style and tone of writing. According to Jeffrey (2016),
there are four types of writing as follow:
1) Narrative
Narrative writing is the type of writing that tells a story. Though it is
most commonly used when the students are asked to write a personal
essay. This type of writing can also be used for fictional stories,
plays or even plot summarizations of a story the students have read
or intends to write. Narrative writing typically uses the first person (
I ) or sometimes the third person (She, He, They).
2) Descriptive
Descriptive writing is used to create a vivid picture of an idea, place
or person. It is much like painting with words. It focuses on one
subject and uses specific detail to describe that upon which the
students are focused. For example, if the students are asked to write
about his favorite ride at an amusement park, their writing will not
only tell the name of the ride and what it looks like, but also describe
the sensation of being on it and what that experience reminds them
of.
3) Expository
Expository writing is to-the-point and factual. This category of
writing includes definitions, instructions, directions and other basic
comparisons and clarifications. Expository writing is devoid of
descriptive detail and opinion.
4) Persuasive
Persuasive writing is a more sophisticated type of writing. It can be
thought of as a debate in writing. The idea is to express an opinion or
to take a stance about something and then to support that opinion in a
way that convinces the reader to see it the same way. Persuasive
writing is often in essay form, contains an explanation of the other
13
point of view and uses facts and/or statistics to disprove that view
and support the opinion.
d. Assessing writing
Generally, assessment is considered as the gathering of information

about students learning. Huba & Freed (2000) said that Assessment is the
process of gathering and discussing information from multiple and diverse
sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment results
are used to improve subsequent learning.
Assessment of student writing is a process. Assessment of student

writing and performance in the class should occur at many different stages
throughout the course and could come in many different forms. Ferdilyn
(2004) made scoring rubric to evaluating writing text, as follow:
Table 2.1 The Scoring Rubric of Writing
Score Criteria Comment
Knowledgeable,
Excellent
30-27 substantive development
very good
of text
Good Sure knowledge of

26-22
average subject, Adequate range.
CONTENT
Limited knowledge of
21-17 Fair poor
subject, Little substance.
Does not show

16-13 Very poor knowledge of subject,
Non substantive.
14
Excellent
Fluent expression, Ideas,
20-18 to very
clearly stated/supported
good
Somewhat choppy,
Good
17-14 Loosely organization but
ORGANIZATION average
main ideas stand out.
Non fluent, ideas,

13-10 Fair poor
confused of disconnected
Does not communicate,

9-7 Very poor
No organization
Excellent Sophisticated range,

20-18 to very effective word/idiom
good choice
Adequate range,
Good
17-14 Occasional errors of
average
word/idiom form
VOCABULARY
Limited range, Frequent
13-10 Fair poor errors of word/idiom
form, choice, and usage
Essentially translation,
9-7 Very poor Little knowledge of
English vocabulary
LANGUAGE USE Excellent

Effective complex
25-22 to very
constructions
good
Good Effective but simple

21-18
average construction
17-11 Fair poor Major problem in

simple/complex
15
constructions
Virtually mastery of
10-5 Very poor
sentence construction rule
Excellent
Demonstrates mastery of
5 to very
conventions
good
Occasional errors
spelling, punctuation,
Good
4 capitalization,
average
paragraphing but
MECHANISM
meaning not obscured
Frequent errors of
3 Fair poor spelling, punctuation,
capitalization.
No mastery of
2 Very poor conventions, Dominated
by errors of spelling
Table 2.2 Scoring Writing
No Aspect witch are scored Max score

.
1 Content 30
2 Organization 20
3 Vocabulary 20
4 Language use 25
5 Mechanics 5
Total 100
16
e. Micro and Macro Writing Skill
Brown (2010) has summarized all those aspects into two main skills;
they are the micro skills and macro skills of writing. Later they can be
used in teaching writing as well as assessing writing. Those skills are
described as follows:
1) Micro skills:
a) Produce graphemes and orthographic patterns of English.
b) Produce writing at an efficient rate of speed to suit the purpose.
c) Produce an acceptable core of words and use appropriate word
order patterns.
d) Use acceptable grammatical systems (e.g., tense, agreement,
pluralization), patterns, and rules.
e) Express a particular meaning in different grammatical forms.
f) Use cohesive devices in written discourse.
2) Macro skills
a) Use the rhetorical forms and conventions of written discourse.
b) Appropriately accomplish the communicative functions of
written texts according to form and purpose.
c) Convey links and connections between events, and
communicative such relations as main idea, supporting idea,
new information, given information, generalization, and
exemplification.
d) Distinguish between literal and implied meanings of writing.
e) Correctly convey culturally specific references in the context
of the written text.
f) Develop and use a battery of writing strategies, such as
accurately assessing audience's interpretation, using prewriting
17
devices, writing with fluency in the first drafts, using

paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.
2. Narrative Text
Narrative is a text which tells a story using a series of events. Its

social function is to amuse, entertain and to deal with actual or vicarious
experience in different ways Gerot (1994). Narrative deals with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
18
Narrative text consists of three major parts. There are:

a) Orientation
The researcher sets the scene and introduces the participants.
b) Complication
This is the part where a crisis arises.
c) Resolution
The part when the crisis is resolved.
Narrative text has some language features such as focus on specific

and usually individualized participants, use of material processes, and use
of past tenses. Fairy tales, myths, legends and mystery are the instances of
narrative texts.
3. Reading Habit
a. Definition of Reading Habit
There are some statements in relation to the definition of reading

habit. Deboer et al. (1966) said that reading as an activity which involves
comprehension and interpretation of ideas symbolized by written or
printed language. According to Adulthood et al. (2011) reading is the
cognitive process of understanding speech that is written down. Young
children form basic concepts about the connections between spoken and
written words, leading to word recognition and familiarity with the
spelling of words. From the definitions above, it can be concluded that
reading is an active process of interpreting, comprehending, understanding
sign, and letter or symbols in written form.
Williams (1984) said that reading is a process whereby one looks at

understand what has been written. While, Christine Nuttall (1982) said that
reading is the meaningful interpretation of printed or written symbols.
From both statements, reading can be viewed as interactive activity
between the reader and the text or the medium of print where the reader
19
interacts dynamically with the text to acquire the message or meaning. In

analyze of reading habit, it is important to emphasize about understanding
of habit because it can help to decide of students reading habit indicator.
b. Indicator of Reading English Text Habit

Cesar et al. (2011) said that there are some indicators of reading
habits, as follows:
1) Attitude toward reading
The reason that the person reports on the attitude and behavioral
cognitive-affective attitude towards reading.
2) Reading frequency
The frequency at which the person reports to read books in their
spare time
3) Books read
The number of books that the person reports having read in the
last three months.
4) Spend time
a) On academic reading
The time that the person reports to devote to reading books on
his or her study subjects.
b) Non-academic reading
The time that the respondent reports to devote to reading books
that are not directly related to the subjects of his or her studies.
5) Motivation
a) In the family environment
The frequency of the person reports on the purchase of books,
recommending books, and reading interest in the family.
b) In the academic environment
The frequency the student reports on the teacher using
activities to promote contact with psychology literature.
20
B. Review of the Previuos Research
In this thesis, the researcher takes three previous studies from the other
previous thesis as comparison, those are:
The first is from Syarifah (2014) entitled “The Correlation between

Students’ Reading Habit and Their Writing Ability in Recount Text”. This study
was conducted in Universitas Sultan Agung Semarang. The respondents of this
study consisted of 30 students. She used test to collect data about students’
Reading Habit. To analyze the data, the researcher used Pearson Product Moment
formula. The result of the analysis are;
1. The mean of students’ writing score is 81,00.

2. There is significant correlation between grammar mastery and writing
ability.
The research journal come from P, Syarfi et al. (2012)entitled “The

Correlation between Reading Comprehension and Writing Narrative Text
Ability”. The researchers used test to collect data about students’ writing and
reading ability. To analyze the data, the researcher used Product Moment formula.
The result of the study is found that coefficient of calculation (0,59) is higher than
coefficient of table in significant level 5% (0,361), so there is significant
correlation between Reading Comprehension and Writing Narrative Text Ability.
The last is coming from Khoirunnisa (2018) entitled “Reading habits and its
effect on academic writing skill: a study of master degree students”. The
researchers used test to collect data about students’ reading habit and academic
writing skill. The result of this study showed that students of master degree
program agreed that reading was a necessity. Thus, to fulfill the necessity, they
preferred to read e- material such as e-book and website.
Table 2.3 Previous Research
Researche
No. Title Variables Method Conclusion
rs / Year
21
1 Syarifah The 1. Reading Quantitati There is

(2014) Correlation Habit ve significant
between 2. Writing Research correlation
Students’ Ability between
Reading Habit Reading
and Their Habit and
Writing writing
Ability in ability.
Recount Text
2 P, Syarfi The 1. Reading Quantitati There is

et al. Correlation Compreh ve significant
(2012) between ension Research correlation
Reading 2. Writing between
Comprehensio Narrative Reading
n and Writing Text Comprehensi
Narrative Text Ability on and
Ability of the Writing
Third Semester Narrative
Students of Text Ability.
English Study
Program
Teachers
Training and
Education
Faculty of
University of
Riau
3 Khoirunni Reading habits 1. Reading Quantitati Students of

sa (2018) and its effect Habit ve master
on academic 2. Writing Research degree
writing skill: a Skill program
22
study of master agreed that

degree reading was
students a necessity.
23
C. Conceptual Framework
This study will find out the correlation between students’ reading habit and
students’ writing ability in writing narrative text. The students’ reading habit will
be measured through questionnaire. On the other hand, students’ writing ability
will be measured by conducting written test and scored by writing rubrics. Later,
the result of each test will be correlated each other to prove the hypothesis.
Therefore, the way of thinking for this research can be illustrated as the following
figure:
Reading Habit Writing Ability
Questionnaire
Writing Test
Correlational Computation
Result
24
D. Hypothesis
Based on the rational above, the researcher can formulate the hypothesis as
follows:
Ha: There is correlation between reading habit and writing ability.
Ho: There is no correlation between reading habit and writing ability in
narrative text.
25
CHAPTER III
RESEARCH METHODOLOGY
This chapter explains the methodology of the research including the time
and the place of the study, the technique of the research, the instrument in which
used in the study and the participant of the study. Also, the technique of collecting
data as well as the technique of analyzing data.
A. Time and Place of the Research
The research was conducted in SMA Bina Karya Kab. Tangerang in

academic year 2019/2020. It is located in Jl. Raya Pasar Kemis, Km. 6,5,
Sukamantri, Kec. Pasar Kemis, Kab. Tangerang. The research has been conducted
for seven months from February to August 2019 with the following schedule in
table 3.1.
Table 3.1
Research Schedule
February March April May June July August

No Activities
1 2 3 4 1 234 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Preparing the Proposal
2. Revising the Proposal
3. Seminar of Proposal
4. Setting the Instrument
5. Collecting the Data
6. Analyzing the Data
7. Arranging the Thesis

26
8. Examining the Thesis
20
27
B. Research Design
The research design in this study was descriptive quantitative which use
correlational design. It employed to find out and measure the relationship between
two variables covering an independent variable (reading habit) and a dependent
variable (writing skill) by using correlational analysis.
According to Creswell (2012), “A correlation is a statistical test to

determine the tendency or pattern for two or more variables or two set of data to
vary constantly. In the case of two variables it means that two variables share
common variance, or they co-vary together”. This design uses to find out the
relation between two variables or more and to see the influence of each other. In
this case, this design employs to seek the relationship between students’ reading
habit and their writing ability at the eleventh grade of SMA Bina Karya Kab.
Tangerang in academic year of 2019/2020.
C. Population and Sample
The population of this study is eleventh grade students of SMA Bina

Karya, academic year of 2019/2020, and included 60 students from 2 Classes
which is XI TKR and XI MP. From the population, 30 students were chosen as
the participants of this study. The sample of this study were 30 students that had
been selected.
The sample determined by using random sampling technique since both

classes have the same level of English competency. In this case, 30 students from
XI TKR and XI MP are selected and being the subjects of this study. In addition,
those students were chosen because they have already learnt narrative writing.
D. Research Instruments
There were two instruments given to the students. The instruments were a
questionnaire about reading habit and a test of narrative writing. Those
28
instruments were distributed in order to achieve the goal of the study; to find out
the correlation between those variables. Here, is the specific information of the
research instruments:
29
1. Reading Habit Questionnaire
The questionnaire were given to the students in order to know students’

reading habit. The questionnaire given asks some questions about reading. The
outline of Reading Habit Questionare based on the theory coming from Appleby
& Nell (2006). It can be seen bellow:
Tabel 3.2
The outline of Reading Habit Questionare
Psychological Theories Question Sub skill Item

amount
1) Reading habit is a 1. Apakah anda membaca Activity 4

repeated performance bacaan yangberbahasa
Inggris?
a) Unthinking routines 2. Apakah anda
that form the bedrock menyediakan waktu 15-
of everyday life. 30 menituntuk kegiatan
b) Automated response membaca bacaan
disposition that are yangberbahasa Inggris
cued by aspect of the setiap hari?
performance context 3. Apakah anda membaca
(i.e., environment, buku, majalah, koranatau
proceeding actions). bacaan apapun setiap
They are learned hari?
through a process in 4. Apakah anda membaca
which repetition buku sebelumpelajaran
incrementally tunes dimulai?
cognitive processors
in procedural
30
memory.
2) Motivational analysis 5. Ketika anda sedang Affective 6

of reading bosan, apakah
andamenganggap bahwa
A spontaneous membaca menjadi
reading is a salahsatu aktifitas yang
legitimate goal of mengurangi
reading research, kebosanananda?
therefore, is to 6. Apakah anda berfikir
specify the bahwa membaca
motivational bukulebih menyenangkan
structure of this daripada bermain?
complex activity –the 7. Apakah anda menemukan
needs it promises to kesulitan vocabulary/
satisfy and the kosa kata dalam
rewards it mediates. memahami bacaan yang
The reader’s berbahasa inggris?
reinforcement are to 8. Apabila anda
be found not in the menemukan kata-kata
word and phrases of sulitdalam bacaan yang
the book, but in the berbahasa Inggris,
cognitive events that apakahanda mencari
result from the hubungan makna
interaction between danmenyesuaikan dengan
book and reader. konteks kalimat?
9. Apakah anda mencari
buku-buku yang laindari
pengarang yang anda
sukai?
10. Ketika ingin membaca
buku, apakah
31
andamembaca cover dan

halaman pertama
untukmenentukkan buku
yang akan anda baca?
3) The Frustation Index 11. Bayangkan anda sedang Affective, 2

berada disebuah Activity
This index can be hoteldan saat ini adalah
seen as an indirect waktu favorit anda
measure of motive untukmembaca, namun
strength to engage in tidak ada satupun
reading habit at the bukubacaan disekitar
inception of reading. anda. Apa yang anda
An uncomfortable rasakan?
feeling of finding a. Mengerikan, merasa
that there is no book tersesat
to read. b. Frustasi
c. Kecewa
d. Tidak Peduli
12. Lalu apa yang akan anda

lakukan?
a. Mencari toko buku dan
membeli buku
b. Bertanya apakah ada
buku yang bisa dibaca
c. Berkeliling
d. Tidak melakukan apa-
apa
4) Reading Span 13. Ketika anda menemukan Activity 2

bacaan yang anda sukai,
Itcan be seen as an apakah anda
32
indirect measure of menyelesaikan bacaan

motive strength tersebut?
during reading. Time 14. Apakah anda membaca
for the reader to beberapa buku sampai
spend in reading. tamat dalam setahun
terakhir ini?
5) Vehicle of Reading 15. Ketika anda menemukan Affective 3

Habit sobekan
majalah,headline koran,
Any kind of reading atau judul buku
matter can serve as apakahmenarik minat
the vehicle for membaca anda?
reading habit: a torn 16. Saat membaca buku
scrap of news print, a apakah anda merasa
magazine, a novel, or hanyut dalam cerita dan
a text book on a ingin
subject that the segeramenyelesaikannya
reader finds ?
engrossing. The 17. Apakah anda merasa
reading of light membaca novel
fiction, most usually ataucerita nonfiksi
in book form, is of membuat anda
special interest for at ketagihan?
least three reasons:
(1) fiction reading for
most of the pleasure
readers, (2) the
experience of being
lost in a book, in
absorption or
entrancement, is
33
most strongly
associated with the
reading of fiction and
of “narrative non-
fiction”, (3) Since the
eighteenth century
the reading of fiction,
unlike the other kinds
of reading, has been
the target of
merciless critical
asceticism and has
ever been regarded as
additive.
6) Reading as the form 18. Apakah anda berfikir Affective 3

of play bahwa membaca Activity
a) Pleasure reading is a adalahhal yang Affective
form of play. It is menyenangkan?
free activity standing 19. Apakah anda mengisi
outside ordinary life; waktu luang dengan
it absorbs the players membaca bacaan-bacaan
completely, is hiburan?
unproductive and 20. Pikirkan apa saja yang
takes place within telah anda baca, entahitu
circumscribed limits buku, majalah, koran
of place and time. dsb, apakah
Reading habit is andamendapatkan
therefore a useful kesenangan tersendiri
descriptor of pleasure ketikamembacanya?
reading, reminding
one that it is at root
34
play activity and

usually paratelic that
is, pursued for its
own sake.
The questionare can be seen in Appendix 1.
Oppenheim (1998) states that the word “questionnaire” is sometimes used

to distinguish a set of questions, including perhaps some open-ended ones; from
more rigidly constructed scales or test. Meanwhile, the scoring system of
questionnaire for reading habit is described as follow:
35
Table 3.3
Scoring System of Reading Habit Questionnaire
Positive Negative
Option Score Option Score
Statement Statement
Strongly Strongly
A 4 A 1
agree/always agree/always
Agree/often B 3 Agree/often B 2
Disagree/seldo Disagree/seldo
C 2 C 3
m m
Strongly Strongly
D 1 D 4
disagree/ never disagree/ never
2. Test of Writing Narrative Text
This test is conducted to find out the students’ writing in narrative text.
There is no specific topic provided, and the participants were freely to create their
own writing and developed into a short narrative text composition. The
participants are asked to write a short composition of narrative text with the length
of 200- 250 words in 40 minutes. (See the writing test in appendix 2). The written
test of narrative text is intended to find out students’ writing ability of narrative
text. The text is analyzed based on the social function, generic structure, and
significant lexicogrammatical features.
Then each of text is also analyzed from these three aspects:
a) Format and content

b) Organization and coherence
c) Sentence construction and vocabulary
36
The analysis is based on the scoring rubric suggested by Hyland (2003) in

his book entitled “Second Language Writing”.
37
Tabel 3.4
Writing Assessment Rubric
Meaning/Content: the extent to which the assignment exhibits sound

understanding/interpretation/analysis
4 3 2 1
Some
elements of
Establishes Few/no
Establishes story
strong story
Story plot/setting/cha structure;
plot/setting/cha structure
Structure racter/pt. of little
racter/pt. of elements
view blending of
view present
dialogue and
narration
Develops
Develops
complex
characters
characters Some Characters
Characterizati through
through character are not
on dialogue,
dialogue, development developed
narration and
narration and
action
action
Development: the extent to which ideas are elaborated, using specific and relevant
evidence
Develops ideas Uses

Develops
clearly and Develops ideas incomplete
ideas briefly;
Ideas fully; uses a clearly; uses or
uses some
wide range of relevant details undeveloped
detail
relevant details details
38
Organization: the extent to which the assignment exhibits direction, shape, and
coherence
Establishes
Maintains a
Maintains a but does not
clear focus;
clear focus; always Lacks an
exhibits a
exhibits a maintain an appropriate
logical,
Designing logical appropriate focus, but
coherent
Organization sequence of focus; some suggests
structure
ideas through inconsistenci some
through
appropriate es in organization
appropriate
transitions sequence of
transitions
ideas
Meets some Meets

Exceeds all Meets all of the few/no
Specific
requirements requirements requirements requirement
Assignment
specified for specified for specified for s specified
Directions
this assignment this assignment this for this
assignment assignment
Language Use: the extent to which the assignment reveals an awareness of

audience and purpose
Some use of Little use of

Creative, Assignment concrete concrete
concrete uses concrete language, language,
language; uses language. literary literary
Description
literary devices literary devices devices, and devices or
and rich and sensory sensory sensory
sensory detail detail detail in detail in
assignment assignment
Word Choice Uses Effective word Some Few

sophisticated choices effective effective
39
precise word word

vocabulary choices choices
Well-varied Occasional
Good sentence Little
Sentence sentence use of
structure and sentence
Variety structure sentence
variety variety
throughout variety
Mechanical/
Evident Some
Unique voice; unsuitable
Voice/Sense of awareness of awareness of
strong sense of voice;
Audience voice and voice and
audience unaware of
audience audience
aud.
Conventions: the extent to which the assignments exhibits conventional

grammar/spelling/word usage
Errors Grammatica
Mostly correct occasionally l errors are
Smooth, fluid grammar; inter-fere awkward
Grammar/Pun
error-free errors do not with and interfere
ctuation
punct./grammar interfere with communicati with
communication on; verb communicat
tense errors ion
Misspelled
Correct Mostly correct Errors in
Spelling and and misused
spelling; error- spelling and spelling and
Word Usage words
free word usage word usage word usage
throughout
Incomplete No
MLA heading; MLA heading;
Overall heading; heading/title
unique title; appropriate
assignment average ; no
professional title; neat
presentation title/presenta attention to
presentation presentation
tion presentation
40
41
Then the score is classified based on criteria of ability as follows:
Tabel 3.5
Criteria of Writing Ability
Score Criteria of Ability
91–100 Excellent
81–90 Very good
71–80 Good
61–70 Average
51–60 Fair
41–50 Poor
Less than 40 Inadequate
Meanwhile, to validate this scoring scheme, two raters are asked to

analyze the proposed components, as well as the sub-components. Then, they are
required to score the students’ writing by using assessment rubric. The raters are
the English teacher of SMK Bina Karya and the researcher himself.
E. Technique of Collecting Data
Before collecting the data the researcher rechecked to make sure that the
students are ready to be the research participants. The first instrument being
distributed is reading habit questionnaire and continued by writing test.
1. The Steps of Reading Habit Collecting Data

a) Firstly, the participants were asked to fill out the name, date of
birth, grade and students’ number in the answer sheet.
42
b) The participants were asked to read the direction about how to

answer the questionnaire.
c) The researcher gave some explanation about how to answer the
test. After the participants were ready, the students started the
test.
d) The participants had to answer the questionnaire based on
themselves.
e) After the participants completed the test, the participants’
answers were scored and the results were analyzed.
2. The Steps of Narrative Writing Test

a) The writing test was conducted in the same day directly after the
participants finished the questionnaire.
b) Firstly, the participants were asked to fill out the name, date of
birth, grade and students’ number in the answer sheet.
c) The participants were asked to read the direction and the scoring
criteria of the test.
d) The participants were free to create the story
e) The students were asked to write narrative text in 40 minutes with
the length of 200-250 words.
f) After the participants finished the writing test, their writings were
scored and the results were analyzed by using assessment rubric.
3. Test of Instrument Validity and Reliability
a) Test of Instrument Validity
Instrument was called to be valid, if the research instrument
used to obtain valid data. So if the instrument was valid, it means
the instrument can be used to measure what should be measured.
Arikunto (2010:211) said that a validity instrument that has high
validity level. On the contrary, an invalid instrument is the
instrument that has low validity level.
The formula was used to calculate the validity of instrument
that has followed:
43
Mp− Mt p
rpbis =
st √ q
Whereas :
rpbis = Coefficient of biserial
Mp = The average score that is bet from the testers’ answers
Mt = Total average score (all test takers)
St = Total Deviation Standard
P = Proportion of test participant who discussed well
q = The proportion of test participants who answered

incorrectly
b) Test of Instrument Reliability

Arikunto (2010:221) said that Instrument reliability is a
way of ensuring that any instrument will be used for measuring
experimental variable. If the instrument of research was valid, the
data instrument requires to testing by reliability.
The formula was used for testing reliability as followed:
k St ²−Ʃ piqi
ri =
(k −1) { St ² }
Whereas :
k = the number of item in the instrument

pi = the number of subject that answered in the first item
qi = 1-pi
St ² = the total of variants
44
F. Technique of Data Analysis
After the data of reading habit and narrative writing skills have been
collected, the scores of the two tests are analyzed to determine whether or not
there is correlation between two variables covered in this study. At the end, this
analysis can be useful to examine the truth or false of this study hypotheses. In
this study, the parameter statistic is used to calculate the data. Therefore, as the
requirement in the parameter statistic in correlation research, the linearity and
normality of the data has to be examined first.
1) Test of Linearity
Linearity test aims to determine whether the two variables significantly have
a linear relationship or not. This test is used as a prerequisite in the analysis
of correlation or linear regression. The formula is as follow:
Ŷ=a + bX
Ŷ = Regression line
a = a regression
b = b regression
To find out the regression line, the variance analysis table

(ANOVA) was used in this study.
2) Test of Normality
Testing normality is used to check whether the population has normal
distribution or not Susetyo (2010). The formula is as follow:
a2 =Ʃp-ɸ
a2 = value of amax
Ʃp = sum value of data probability
ɸ = value of Kolmogorov table
45
To get the ɸ value, the standard score of the data (z) has to be calculated
first with formula:
z = 𝑥−𝑥𝑠
z = standard score
x = students’ score
𝑥 = the mean score
s = standard deviation
After the value of amax is gotten, the value of normality table with
significance 5% is sought. After the value of normality table is found, it
has to be compared with the value of amax to find whether the data has a
normal distribution or not.
3) Test of Correlation Coefficient

To find out the correlation between two variables, Pearson Product Moment
correlation was employed. In addition, the computer software such as
Microsoft Office Excel and SPSS were used to assist the researcher in
analyzing the data of this study. Here, is the formula to find the Pearson
Product Moment correlation coefficient value:
N ∑ XY −( ∑ X ) ( ∑ Y )
r xy =
√¿ ¿ ¿
The descriptions of the formula above are explained as follow:

r xy: Correlation coefficient value
N: Number or sum of the participants
∑X: Sum of X score
∑Y: Sum of Y score
∑XY: Sum of the products paired scores
46
Meanwhile, the hypotheses were analyzed using t-test. The t-test was
used to see the score difference between the two variables: the student’s
reading habit and the student’s skill in narrative text. After getting the
result of t-value, then the t-value was consulted to the t-table to be
interpreted. The t-value was tested using this formula:
r √n−2
t=
√1−r 2
The descriptions of the formula above are as follow:
t: the t- value
r: Correlation coefficient value
n: Number or sum of the participants
Then, to know how much contribution of the dependent variables to

independent variable, it can be known by this formula:
47
KP=r 2 x 100 %
KP = value of determinant coefficient

r = value of correlation coefficient
Besides, to know the level of correlation of two variables covered

(reading habit and writing skill), the r xycan also be interpreted with the
table of r score interpretation as presented by Sugiyono (2007) in the
following table:
Table 3.6
Table of r Score Interpretation
No. The “r” Score Interpretation
1 0.80–1.00 Very high
2 0.60–0.799 High
3 0.40–0.599 Moderate
4 0.20–0.399 Low
5 0.00–0.199 Very low
The Table above represents the interpretation of correlation coefficient

value (r xy). If the value of is between 0.90—1.00, it means that the both
of the variables analyzed have very high correlation; while if the score
gained ranges between 0.00—0.19, it can be interpreted that the
relationship between two variables analyzed is very low.
48
G. Statistical Hypotheses
The non-directional (two-tail) test was used in terms of the statistical

hypotheses, which is presented as follow:
Ho : r = 0 or if r xy< rt, Ho is accepted, and H1 is rejected.
H1: r ≠ 0 or if r xy> rt, H1 is accepted, Ho and is rejected.
The descriptions of those formulas are as follow:
1) Research hypothesis (H1): There is a significant correlation between students’

reading habit and their narrative writing ability at the eleventh grade of SMA
Bina Karya, academic year of 2019/2020.
2) The null hypothesis (Ho): There is no significant correlation between students’
reading habit and their narrative writing ability at the eleventh grade of SMA
Bina Karya, academic year of 2019/2020.
49
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Description of Data
In this chapter the researcher will describe the result of the research in the
form of the questionnaire score of students’ reading habit and the test result of
the writing test, in order to find out the correlation between students’ reading
habit and their writing ability in writing narrative text at eleventh grade of
SMK Bina Karya Kab. Tangerang in Academic Year 2019/2020. To know
about correlation between students’ reading habit and their writing ability, the
researcher used the correlation Pearson Product Moment.
1. The Students’ Reading Habit

To get the score of students’ habit on watching English movie, test
was given to the students by Questionnaire. To see the mean score of
students’ habit on watching English movie, the researcher calculated the
data to get the mean score of students’ habit on watching English movie
questionnaire then the objective of the study is to discover whether the
students’ habit on watching English movie at SMK Bina Karya Kab.
Tangerang is high or low in scoring.
The questionnaire contains 18 questions/statements. The findings
showed the total score is 1257 points. The average score is 41,9, the
highest score is 55, and the lowest score is 24.
38
50
Table. 4.1
Score of Students’ Reading Habit (X)
No. Res. Score Scor

No. Res. e
S1 47
S18 42
S2 46
S19 46
S3 44
S20 38
S4 39
S21 42
S5 34
S22 46
S6 44
S23 43
S7 42
S24 47
S8 47
S25 33
S9 45
S26 55
S10 47
S27 44
S11 39
S28 45
S12 40
S29 42
S13 39
S30 40
S14 32
ƩN 1285
S15 49
42,8
S16 44 Ave 3
S17 44 Min 32
Max 55
2. Data Description of Variable Y (Students’ Writing Score)

51
Based on the result of analyse from English teacher and the

researcher, the highest score was 74 and the lowest score was 53 with
average 63,74.
52
Table. 4.2
Writing Score (Y)
No. Conte Organizatio Vocabula Language Mechanic Total

Resp. nt n ry use s (Y)
S1 20 10 13 15 2 60
S2 22 14 14 18 3 71
S3 24 14 12 18 3 71
S4 20 12 12 18 4 66
S5 20 14 14 18 2 68
S6 18 15 15 16 2 66
S7 20 11 11 18 3 63
S8 24 13 13 14 2 66
S9 18 12 10 14 3 57
S10 22 13 13 15 4 67
S11 22 12 12 12 2 60
S12 18 13 13 13 3 60
S13 20 15 15 15 2 67
S14 20 10 12 12 3 57
S15 20 16 16 14 2 68
S16 18 14 14 14 3 63
S17 16 15 15 15 2 63
S18 18 11 11 11 2 53
S19 18 16 15 16 2 67
S20 20 12 12 12 3 59
53
S21 22 15 14 15 4 70
S22 20 13 13 13 2 61
S23 24 16 15 16 3 74
S24 22 14 10 14 2 62
S25 20 10 10 14 2 56
S26 20 16 10 12 2 60
S27 16 15 15 15 3 64
S28 20 12 14 12 3 61
S29 22 14 12 12 3 63
S30 24 10 10 14 3 61
Total 608 397 385 435 79 1904
Ave 20,27 13,23 12,83 14,50 2,63 63,47

54
B. The Test of the Analysis Assumtions

1. Test of Normality
To analyze the data above, firstly the researcher used SPSS 22 to the
test normality of the instruments in this research in order to know whether
the students’ reading habit and students’ writing ability came from the
distributed normal population with the significant 5%.
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
X .132 30 .195 .953 30 .206
Y .104 30 .200* .984 30 .928
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
From the table above, the researcher used Shapiro-Wilk because the
respondents in this research were under 50. It can be seen that students’
reading habit and writing test were normally distributed because the values
of significance are 0.206 and 0.928. They are bigger than the value of 5%.
2. Test of Linearity
Linearity is used to know whether the data is linear or not. To test

linearity the researcher used ANOVA test. In analyzing the ANOVA
calculation which the criteria is if the value of F count ≤ Ftable the data can be
concluded that the data is linear.
55
The Test of Linierity
Sum of Mean
Squares df Square F Sig.
Y * X Between (Combined) 390.933 13 30.072 1.540 .205

Groups
Linearity 31.914 1 31.914 1.634 .219
Deviation from
359.019 12 29.918 1.532 .210
Linearity
Within Groups 312.533 16 19.533
Total 703.467 29
From the table above, it can be seen that students’ reading habit and
their writing test has linear regression because the value of Fcount was found
1.634 and it is lower than Ftable which is 4.20.
C. Testing of the Research Hypotheses and Discussions
1. Testing of the Research Hypotheses
The researcher used the Pearson Product Moment Correlation in

calculation the correlation between students’ reading habit (X variable) and
students’ writing ability in narrative text (Y variable).
Since the data distribution was normal and linear, for the next step, the
researcher used the formula of Product Moment Correlation to know the
correlation coefficient. Before doing calculation, the data were described
such as follow:
56
No. Resp. X Y XY X2 Y2
S1 47 60 2820 2209 3600
S2 46 71 3266 2116 5041
S3 44 71 3124 1936 5041
S4 39 66 2574 1521 4356
S5 34 68 2312 1156 4624
S6 44 66 2904 1936 4356
S7 42 63 2646 1764 3969
S8 47 66 3102 2209 4356
S9 45 57 2565 2025 3249
S10 47 67 3149 2209 4489
S11 39 60 2340 1521 3600
S12 40 60 2400 1600 3600
S13 39 67 2613 1521 4489
S14 32 57 1824 1024 3249
S15 49 68 3332 2401 4624
S16 44 63 2772 1936 3969
S17 44 63 2772 1936 3969
S18 42 53 2226 1764 2809
S19 46 67 3082 2116 4489
S20 38 59 2242 1444 3481
S21 42 70 2940 1764 4900
S22 46 61 2806 2116 3721
S23 43 74 3182 1849 5476
S24 47 62 2914 2209 3844

57
S25 33 56 1848 1089 3136
S26 55 60 3300 3025 3600
S27 44 64 2816 1936 4096
S28 45 61 2745 2025 3721
S29 42 63 2646 1764 3969
S30 40 61 2440 1600 3721
ƩX=128 ƩXY=8170
ƩN=30 ƩY=1904 ƩX2=55721 ƩY2=121544
5 2
The researcher used SPSS 22 to make sure the result. The calculation
of SPSS was described as follow:
Correlation Table
Reading Habit Writing Ability in Narrative Text
Readin Pearson Correlation 1 .213

g Habit
Sig. (2-tailed) .258
N 30 30
Writing Pearson Correlation .213 1

Ability
Sig. (2-tailed) .258
in
Narrati N
30 30
ve Text
From the 30 respondents, the index value of correlation was found to

be 0.213. The result of that calculation (SPSS calculation) is good.
According to the table of correlation interpretations this number is classified
into the low class of 0.200– 0.399, which means that there is a low
58
correlation between two variables.
To know how far the contribution from the X variable (independent

variable) to the Y variable (dependent variable), the researcher uses the
formula of percentage correlation as follow:
KD = r2 x 100%
= 0,2132 X 100%
= 4,5%
From the computation above, the researcher found that the

contribution of X variable is 4,5 %. So from KD values, there is still another
factor that can effect of the variable Y. For example, in addition to reading
habit there are other factors that can be related to writing ability.
D. Discussions
The purpose of the data analysis in this study was meant to measure
the correlation between the students’ reading habit and students’ writing
ability in narrative text of eleventh grade of SMK Bina Karya Kab.
Tangerang in Academic Year 2019/2020. The data analysis above showed
that the score of coefficient correlation (rxy) of 0.213 which is low.
To look the level correlation of the hypothesis, the researcher uses the
table of the classification of correlation. It can be seen on the table below:
No. The “r” Score Interpretation
1 0.80–1.00 Very high
2 0.60–0.799 High
3 0.40–0.599 Moderate
4 0.20–0.399 Low
59
5 0.00–0.199 Very low
Based on the table above, this case can be interpreted that there is low
correlation between students’ reading habit and writing ability in narrative
text because its numbers interval at the level 0,20 – 0,399.
E. Research Weaknesses
During the process of writing and finishing this thesis, the researcher
found some weaknesses, they are:
1. Limitation of the time to do this because if just about three months and
less than the maximum at the time of data collection in schools after
students finish the final exams so that students appear less earnest in
the work on the question.
2. Lack of motivation in students performance tasks given by the
researcher.
3. As well as taking a less representative sample population researched.
Based on the weaknesses above, the researcher hopes the next

researcher could improve the quality of this research in order to get the
best mini-thesis. Although there are some weaknesses, but this research
can prove that there is significant correlation between students’ reading
habit and students’ writing ability ini narrative text.
60
CHAFTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding in the previous chapter, it can be seen that
there is low correlation between students’ reading habit (X) and their writing
ability in narrative text (Y) at eleventh grade of SMK Bina Karya Kab.
Tangerang in Academic Year 2019/2020.
From the 30 respondents, the index value of correlation was found to be

0.213. The result of calculation is good. According to the table of correlation
interpretations this number is classified into the low class of 0.200– 0.399,
which means that there is a low correlation between two variables.
The result of hypothesis test between students’ reading habit and writing
ability in narrative text of the eleventh grade at SMK Bina Karya Kab.
Tangerang shows a positive correlation. There is low correlation between
students’ reading habit and their writing ability in narrative text at SMK Bina
Karya Kab. Tangerang with r-coef=0,213.
B. Suggestions
Based on conclusion above, the researcher would like to submit
suggestions. The suggestions could be described as follows:
For English teacher: Students have to be given motivation to read. So
that, their writing ability can be improved. In another way, teacher have to give
some homework to read one book in a month.
For the students: The student should improve the way of study, use
perfectly time, and had good habit to read English book. In writing, students
are very suggested to read a book. In order the students familiar with
conversational English language support.
For the parent: The parents should guide and motivate their children to
study at home.
For the institution: The institution should suggest to give participation in
improving the school’s quality and provides the complete facilities at school.
46
61
For the example: library, information technology, a media of instruction as a

tool support the teaching and learning.
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64
APPENDICES
Appendix 1
QUESTIONNAIRE OF VALIDITY
Conducted to collect data for a research project entitled “The Relationship

between Students’ Reading Habit and Their Narrative Writing Ability”
Petunjuk Umum
1. Tulislah nama, kelas dan umur anda.

2. Berilah tanda silang (x) pada pilihan jawaban atas pertanyaan yang
diberikan.
3. Tidak ada jawaban benar atau salah. Beberapa pertanyaan tampak
memiliki arti yang hampir sama, hal ini tidak perlu anda hiraukan.
4. Anda cukup menjawab langsung sesuai apa yang pertama kali muncul di
pikiran anda.
5. Kerjakan sesuai dengan keadaan dan kemampuan anda sendiri.
Nama :
Kelas :
Umur :
Pilihlah salah satu jawaban yang paling sesuai dengan anda (a, b, c atau d)
ANGKET
1. Apakah anda membaca bacaan yang berbahasa Inggris?
a. Selalu c. Kadang-kadang
b. Sering d. Tidak pernah
65
2. Apakah anda menyediakan waktu 15-30 menit untuk kegiatan membaca

bacaan yang berbahasa Inggris setiap hari?
3. Apakah anda membaca buku, majalah, koran atau bacaan apapun setiap
hari?
4. Apakah anda membaca buku sebelum pelajaran dimulai?
5. Ketika anda sedang bosan, apakah anda menganggap bahwa membaca

menjadi salah satu aktifitas yang mengurangi kebosanan anda?
6. Apakah anda berfikir bahwa membaca buku lebih menyenangkan daripada

bermain?
7. Apakah anda menemukan kesulitan vocabulary/ kosa kata dalam

memahami bacaan yang berbahasa inggris?
8. Apabila anda menemukan kata-kata sulit dalam bacaan yang berbahasa

Inggris, apakah anda mencari hubungan makna dan menyesuaikan dengan
konteks kalimat?
9. Apakah anda mencari buku-buku yang lain dari pengarang yang anda
sukai?
66
10. Ketika ingin membaca buku, apakah anda membaca cover dan halaman
pertama untuk menentukkan buku yang akan anda baca?
11. Bayangkan anda sedang berada disebuah hotel dan saat ini adalah waktu
favorit anda untuk membaca, namun tidak ada satupun buku/ bacaan
disekitar anda. Apa yang anda rasakan?
a. Mengerikan, merasa tersesat c. Kecewa

b. Frustasi d. Tidak peduli
12. Lalu apa yang akan anda lakukan?
a. Mencari toko buku dan membeli buku

b. Bertanya apakah ada buku yang dibaca
c. Berkeliling
d. Tidak melakukan apa-apa
13. Ketika anda menemukan bacaan yang anda sukai, apakah anda
menyelesaikan bacaan tersebut?

14. Apakah anda membaca beberapa buku sampai tamat dalam setahun
terakhir ini?

15. Ketika anda menemukan sobekan majalah, headline koran, atau judul buku
apakah menarik minat membaca anda?

16. Saat membaca buku apakah anda merasa hanyut dalam cerita dan ingin
segera menyelesaikannya?
67

17. Apakah anda merasa membaca novel atau cerita nonfiksi membuat anda
ketagihan?

18. Apakah anda berfikir bahwa membaca adalah hal yang menyenangkan?

19. Apakah anda mengisi waktu luang dengan membaca bacaan-bacaan

hiburan?

20. Pikirkan apa saja yang telah anda baca, entah itu buku, majalah, koran dsb,
apakah anda mendapatkan kesenangan tersendiri ketika membacanya?

68
Appendix 2
QUESTIONNAIRE
Conducted to collect data for a research project entitled “The Relationship

between Students’ Reading Habit and Their Narrative Writing Ability”
Petunjuk Umum
6. Tulislah nama, kelas dan umur anda.

7. Berilah tanda silang (x) pada pilihan jawaban atas pertanyaan yang
diberikan.
8. Tidak ada jawaban benar atau salah. Beberapa pertanyaan tampak
memiliki arti yang hampir sama, hal ini tidak perlu anda hiraukan.
9. Anda cukup menjawab langsung sesuai apa yang pertama kali muncul di
pikiran anda.
10. Kerjakan sesuai dengan keadaan dan kemampuan anda sendiri.
Nama :
Kelas :
Umur :
Pilihlah salah satu jawaban yang paling sesuai dengan anda (a, b, c atau d)
ANGKET
1. Apakah anda membaca bacaan yang berbahasa Inggris?
2. Apakah anda menyediakan waktu 15-30 menit untuk kegiatan membaca

bacaan yang berbahasa Inggris setiap hari?
69
3. Apakah anda membaca buku, majalah, koran atau bacaan apapun setiap
hari?
4. Apakah anda membaca buku sebelum pelajaran dimulai?
5. Ketika anda sedang bosan, apakah anda menganggap bahwa membaca

menjadi salah satu aktifitas yang mengurangi kebosanan anda?
6. Apakah anda berfikir bahwa membaca buku lebih menyenangkan daripada

bermain?
7. Apakah anda menemukan kesulitan vocabulary/ kosa kata dalam

memahami bacaan yang berbahasa inggris?
8. Apabila anda menemukan kata-kata sulit dalam bacaan yang berbahasa

Inggris, apakah anda mencari hubungan makna dan menyesuaikan dengan
konteks kalimat?
9. Apakah anda mencari buku-buku yang lain dari pengarang yang anda
sukai?
70
10. Ketika ingin membaca buku, apakah anda membaca cover dan halaman
pertama untuk menentukkan buku yang akan anda baca?
11. Bayangkan anda sedang berada disebuah hotel dan saat ini adalah waktu
favorit anda untuk membaca, namun tidak ada satupun buku/ bacaan
disekitar anda. Apa yang anda rasakan?

12. Lalu apa yang akan anda lakukan?
a. Mencari toko buku dan membeli buku

b. Bertanya apakah ada buku yang dibaca
c. Berkeliling
d. Tidak melakukan apa-apa
13. Apakah anda membaca beberapa buku sampai tamat dalam setahun
terakhir ini?

14. Ketika anda menemukan sobekan majalah, headline koran, atau judul buku
apakah menarik minat membaca anda?

15. Saat membaca buku apakah anda merasa hanyut dalam cerita dan ingin
segera menyelesaikannya?

16. Apakah anda merasa membaca novel atau cerita nonfiksi membuat anda
ketagihan?

71
17. Apakah anda berfikir bahwa membaca adalah hal yang menyenangkan?

18. Pikirkan apa saja yang telah anda baca, entah itu buku, majalah, koran dsb,
apakah anda mendapatkan kesenangan tersendiri ketika membacanya?

72
Appendix 3
WRITING TEST
Time : 40 minutes
Directions :
1. Read the instruction carefully

2. You have to write a Narrative Text
3. You have 40 minutes to plan, write, edit and revise your work
4. Pay attention to generic structure of Narrative Text
(orientation, complication and resolution) on your writing.
5. Write a story with 200-250 words and begin with these words.
As I walking home, I saw....................
Scoring Criteria:
No. Scoring Criteria Description
1 Content Relevant with the topic chosen
the extent to which ideas are elaborated, using

2 Development
specific and relevant evidence
3 Organization Ideas are clear, supported and organized, coherence
Use various, effective and proper words in

4 Language Use
expressing ideas.
The extent to which the assignments exhibits

5 Conventions
conventional grammar/spelling/word usage
73
Appendix 4
List of Students of Validity
No Name Initial Name
1 Ahmad Riziq S1
2 Ahmad Rizki Wahyudi S2
3 Akbar Abdul Gofar S3
4 Akbar Febrian S4
5 Arianto Darma S5
6 Arif Ashandi S6
7 Arif Budiman S7
8 Bima Brilianto S8
9 Dadang Ari S9
10 Dimas Wildani S10
11 Doni Dirgantoro S11
12 Edi Refandus S S12
13 Efendy Syarief S13
14 Fadli Reza Pahlevi S14
15 Heru Aditya Bima Sakti S15
16 Ikhsan Febrian S16
17 M. Ricky Aditya S17
18 M. Riko S18
19 Muhamad Abian Septiansyah S19
20 Muhamad Aziz S20
21 Muhammad Abdul Hasan S21

74
22 Muhammad Didit Aditiya S22
23 Muhammad Firmansah S23
24 Muhammad Ikhsan S24
25 Muhammad Ricky S25
26 Muhammad Ripki Ajis S26
27 Muhammad Riski S27
28 Rahmat Alpiandi S28
29 Salman Aristo S29
30 Wildan S30
75
Appendix 5
List of Students of Sample
No Name Initial Name
1 A. Gentar Drahra S1
2 Ahmad Rangga Dinata S2
3 Azhar Mufadil S3
4 Azwar Fajar S4
5 Badrussalam S5
6 Beni Sahega S6
7 Denny Dermawan S7
8 Fahrudin Hafidz S8
9 Hadi Maulana Yusuf S9
10 Hendrik Yuliyanto S10
11 HerdiSaputra S11
12 Heri Kuncoro S12
13 Hidrofil Mahdi S13
14 Jejen Jaenudin S14
15 Kelvin Prayoga S15
16 M. Murdin S16
17 M. Nurdin S17
18 M. Saefudin S18
19 Muhamad Akbar S19
20 Muhamad Basit S20
21 Muhammad Faisal S21
22 Muhammad Tegar S22

76
23 Muhammad Vikri Raynandi S23
24 Piki Abdullah S24
25 Riko Haryanto S25
26 Rizky Ramadhan S26
27 Sahdani A. S27
28 Sendi Maulana S28
29 Syahrul Sodiqin S29
30 Yayan S30

SKRIPSI

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Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

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THE CORRELATION BETWEEN STUDENTS’ READING

HABIT AND STUDENTS’ WRITING ABILITY IN

ENGLISH LANGUAGE EDUCATION

Advisors Signature Date

1. Drs. Agus Mulyana, MA ……………… ……………….

2. Tenia Ramalia, S.Pd., M.Pd ……………… ……………….

Dean of Faculty of Teacher Training Chief of English Department Faculty of

Dr. Khusaini, S.Pd, M.SE Imam Sudarmaji, S.Pd, M.Pd

No Nama Penguji Tanda Tangan

Ketua Program Studi

Imam Sudarmaji, S.Pd., MPd

Yang bertanda tangan dibawah ini:

Menyatakan dengan sesungguhnya bahwa skripsi yang saya susun sebagai

Tangerang, 13 September 2019

Alhamdulillahirabbil’alamin, all prises to be Allah SWT, The Most

his family, his companion and his followers.

This research entitled “The Correlation Between Students’ Reading Habit

Karya Kab. Tangerang in Academic Year 2019/2020” is written as a Partial

Fulfillment of the Requirement of the attainment of Sarjana Pendidikan Degree at

English Language Department of Faculty of Teacher Training and Education of

the University of Syekh Yusuf Tangerang.

This study has been greatly improved by comments, critiques, and

also would like to give specialist gratitude to:

Islamic University, Tangerang.

2. Dr. Khusaini,S.Pd., M.SE the Dean of Faculty of Teacher Training and

Education Syekh Yusuf Islamic University Tangerang.

3. Imam Sudarmaji, S.Pd, M.Pd the Chief of English Language Education

Departement, Faculty of Teacher Training and Education Syekh Yusuf

Islamic University Tangerang.

for the researcher to give advice, guidance, kindness, contributions and

patience in correcting and helping me to finish writing this paper.

patently given her valuable guidance, suggestion, advice and correction to

finish this paper.

6. All lecturers at English Department of Faculty Teacher Training and

Education, Islamic University of Syekh Yusuf Tangerang

for me and support in various endeavor and moral encouragement to finish

cooperation in UNIS Tangerang, BEM FKIP, Association of English

Education Student, Komunitas Baca tangerang, and in Faculty of Teacher

Training and Education.

Hopefully, this research can be advantageous contribution for all developing

Tangerang, 13 September 2019

The purpose of this study is to know the correlation between students’

B. Identification of the Problem..........................................................................5

C. Limitation of the Problem...............................................................................5

D. Formulation of the Problem............................................................................6

E. Objective of the Research...............................................................................6

F. Significance of the Study................................................................................6

B. Review of the Previuos Research.................................................................17

C. Population and Sample.................................................................................21

E. Technique of Collecting Data.......................................................................31

F. Technique of Data Analysis.........................................................................33

B. The Test of the Analysis Assumtions...........................................................41

C. Testing of the Research Hypotheses and Discussions..................................42

A. Background of the Study

Sources: English Teacher Document

Several students find difficult to understand in writing skill is able to

student’s future, reading could be the fundamental skill when they

B. Identification of the Problem

C. Limitation of the Problem

D. Formulation of the Problem

E. Objective of the Research

F. Significance of the Study

comprehension in writing English text by having translation ability