Southeast Asian Journal of Islamic Education

Volume. 01, No. 01, 2018

E-ISSN: 2621-5861, P-ISSN: 2621-5845
DOI: http://dx.doi.org/10.21093/sajie.v1i1.1150

THE CORRELATION BETWEEN READING

COMPREHENSION AND WRITING ABILITY IN
DESCRIPTIVE TEXT

Dewi Eka Juriati

Universitas Widya Gama Mahakam Samarinda
ddewiekajuriati@yahoo.com

Ariyanti
Universitas Widya Gama Mahakam Samarinda
ariyanti.muflihin@gmail.com

Rinda Fitriana
Universitas Widya Gama Mahakam Samarinda
rindming@gmail.com

Abstract
This study focuses on correlation between reading comprehension and
writing ability in descriptive text. The researchers collect the data through
two instruments, i.e. test of reading comprehension and descriptive text
writing. This research is researched quantitatively and SPSS was used to
analyze the data. Then, the result of the study shows that mean score of
reading comprehension is 72.47. It means that the students reading
comprehension was good. Meanwhile, the mean score of writing ability in
descriptive text is 61.14. In addition, the researchers found that r-counted
is 0.098, and the r-table with n = 108 (df-2 = 106) with significance level =
95% (α = 0.05) is 0.189. It indicates low correlation between the two
variables.
Key words: Reading Comprehension; Writing Ability; Descriptive Text

Southeast Asian Journal of Islamic Education 1

Introduction
Reading affects writing and vice-versa even though they have
differences in some aspects. Reading focuses on making meaning with
texts, and writing considers audience and purpose, but writing are also
being transformed textually, relationally, spatially, and temporally (NCTE,
2008). Zainal & Husin (2011) state pointed out that reading involves many
complex skills that have to come together in order for the reader to be
successful. Setianingsih (2017) claims many factors affecting the English
Reading Literacy. Others argue that an apropriate teaching strategy can be
the key in the successful teaching of reading (Deshpande, 2016; Saeheng,
2017; Delfi & Yamat, 2017; Maybodi & Maibodi, 2017; and Nemati, 2016).
Zainal & Husin (2011) a n d Ariyanti (2016) also stressed that writing is
the learned process of shaping experiences into text, allowing the writer to
discover, develop, clarify and communicate thoughts and feelings. The
process must be implemented by teachers using the interesting approaches
to the students (Noor, 2016; Omar and Ghazali, 2016; Nurhayati, 2016,
Dodgson Bt Tariq, et al, 2016, Martinez Lirola & Irwin, 2016, Qomariyah &
Permana, 2016, and Setyowati, 2016).
Writing and reading have long been seen as having a social
dimension, but the emergence of new media writing is transforming the
relationships among readers and writers and between writing and reading
themselves. Tsai (2006) states that teachers of English as a second or
foreign language have tended to teach reading and writing separately from
each other. However, reading and writing do share similar properties and
students are more likely to benefit from the instruction that makes reading
and writing activities go hand-in-hand and supplement each other. More
importantly, students need to be instructed to realize that both reading
and writing are acts with communicative purposes and are inseparable.
The researcher is interested 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, etc. Moreover, she also observes
that students who do not like reading also have poor performance in
writing and vice versa. Jacobs (2002) confirmed her observation, he said
that students engaged in reading-to-learn will also be prepared to write
well. In turn, students who are engaged in writing-to-learn will become
more effective readers. Through both approaches, students will gain a
better understanding of material and a greater ability to demonstrate that
understanding.
Teachers can engage in various practices when trying to make specific
connections from reading to writing. According Farrell (2012), one of the

2 Southeast Asian Journal of Islamic Education

most popular is to model the reading-writing process by showing students
how they can incorporate specific text structures in their writing.
Descriptive writing provides an illustration of people, places,
events, situations, thoughts, and feelings. Description presents sensory
information that makes writing come alive. It expresses an experience that
the reader can actively participate in by using imagination (BCCC,
2016). Description adds an important dimension because it moves
emotions and expands experience. Description expands experience by
taking to places might not otherwise know much about, which explains the
popularity of descriptive travel essay in magazine and newspaper.
Description can also give a fresh appreciation for the familiar. Description
to persuade others to think or act in particular way: advertisers describe
products to persuade to buy them; travel agents describe locales to entice
and real estate agents describe properties to simulate a desire to see them.
The researcher choose SMP Katolik because she wants to
study the correlation of the students reading comprehension and writing
ability in descriptive by the seventh grade students of SMP Katolik.
Based on researcher preliminary observation, the students have
problems and the difficulties in comprehending their English text and
writing. They do not know how to figure out particularly the components of
the reading, such as topic sentence, conclusion and also they do not
know to figure out particularly the components of the writing such as
identification and description. The problem usually happen when
as the difficulties in comprehending the reading texts and writing
text are still far from what actually curriculum expected. For instance,
the score (KKM) is not achieved by almost all students, Education Unit
Level Curriculum, (2006).
To discuss further, 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’ writing mastery.
The next study was conducted by Koons (2008) with the title ”The
Reading-Writing 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

Southeast Asian Journal of Islamic Education 3

to examine the relationship between students’ scores 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.
Based on the descriptive writing ability and reading comprehension
above, it show that both have close relation because one of factor which
influence students ability to comprehend writing text is intrinsic factor
that include reading. If students have a good reading the students can get
a good achievement especially can make the students understand easily in
the writing test. To get empirical data about it, the researcher will organize
the test result to prove the relationship between reading comprehension
and writing ability in descriptive text. Specifically, differently with
above previous researchers where they use Narrative, Recount,
Informative, and Persuasive texts, the researchers use descriptive text
for writing instrument as the type of writing.

Research Methods
The design of this study is correlation research design with
quantitative approach. According to Fraenkel et al. (2011) correlational
studies investigate the possibility of relationship between only two
variables, although investigation of more than two variable two common.
Based on Sukmadinata (2009) the relationship was given with the amount
of correlation coefficient and significant statically. The correlation have not
refer with the influences or cause-effect relationship from the variable to
other one. Positive correlation meant the high score in one variable relates
with the high score in another variable. Negative correlation meant the
high score in one variable related with the low score in another variable.
There are two variables in this study. First variable is reading
comprehension and the second variable is writing ability in descriptive
text. The sample of this study was the seventh-grade students of SMPK 1
W.R. Soepratman Samarinda in the academic year 2016/2017. The number
of this sample was 80 students. Try-out for reading instrument was taken
to get the validity instrument for the test. After conducting try-out, the
researcher was given reading comprehension test and writing descriptive
test to the sample. Then the researcher computes average score of reading
comprehension scores and writing descriptive scores. The last step, the

4 Southeast Asian Journal of Islamic Education

researcher was related reading comprehension scores and writing
descriptive score by using Pearson Product Moment formula to find out the
relationship between that two variables.
In every study undertaking, the researcher must decide whether the
entire field, or only a part of population, will be covered. The process
of deciding sample from a population is called sampling (Sukmadinata,
2009). According Creswell (2009) states that population is a group of
individuals who have the same characteristic. Gay (2006) defines that
population is the group of interest to the researcher, the group to which
the researcher would like the results of the study to be generalizable. The
good sample show condition of population but will be remember that the
sample is not duplicate of population. A sample will be as large as the
researcher could obtain with a reasonable expenditure of time and energy.
The population of this study will all of the seventh-grade students of
SMPK 1 W. R. Soepratman Samarinda be the subjects of this research. She
involves at least 108 students (from 120 students) from all classes of seven
grade as sample. Meanwhile, in taking the sample, the researcher uses a
simple random sampling. Furthermore, Fraenkel et al. (2011) state that a
simple random sampling was one in which each and every member of the
population has an equal and independent chance of being selected if the
sample was large, this method was the best way yet devised to obtain a
sample representative of the population of interest. There are five
classes in seven grades in SMPK 1 W. R. Soepratman Samarinda which in
every class in average consist of 29 and 30 students. The researcher was
used simple random sampling by choosing students numbers randomly in
each class, then the researcher took a lottery technique to get 108 sample
from all class. Simple random sampling was done by lottery, pick a number
from a list of random numbers, etc. Every class the researcher will take 27
students sample.
To collect data of reading comprehension, the researcher was
used multiple choice test. The reason for choosing it is the technique of
scoring is easy. Because the function of test measure how students ability
in reading comprehension, the test was utilized. The type of test is
multiple choices with 40 question items each item was four choices, one is
the right option and the rest are distracters. The researcher took the
question of reading comprehension test from Book PR Bahasa Inggris PT.
Intan Pariwara. The reason choose that book because the book level with
students. The questions consist of descriptive passages about person.
In writing descriptive text, the researchers asked the students to
write descriptive writing. Abiline (2004) describe principles in descriptive
writing. First, a descriptive writing has one, clear dominant impression. If
someone is describing snowfall, for example, it is important for him/her to
decide and to let his/her readers know if it is threatening or lovely; in order
to have one dominant impression it cannot be both. In addition, to make
scoring more objective, she emphasized the students to writing descriptive
based on some pictures given. The topic that was used is “famous person”.

Southeast Asian Journal of Islamic Education 5

The reasons of this study choose the tittle because this study prohibited
the students write besides descriptive text. To make scoring easier, she
encouraged the students to write ten to fifteen sentences.

Findings and Discussion

a. Result of Reading Comprehension Test
The result of students’ reading comprehension was calculated and
result if 72.47, which categorized as good where Standard Deviation is
10.26. The scores above were used to determine the score
qualification as the following formula:

Table 4.1 formula Qualification Score

HIGH 1SD+MEAN 82.73 82.73 – 100
MEDIUM 0SD+MEAN 72.47 62.22 – 82.72
LOW -1SD+MEAN 62.21 0 – 62.21

Table 4.2 percentage criteria of students

CRITERIA NUMBER OF PERCENTAGE
STUDENTS
HIGH 16 15%

MEDIUM 73 68%

LOW 19 18%

The following figure shows the distribution of reading achievement score in

percentage:

READING ACHIEVEMENT
80
68
70

60

50

40

30
18
20 15

10

HIGH MEDIUM LOW

Figure 1. The distribution of reading achievement score

6 Southeast Asian Journal of Islamic Education

b. Result of Writing Ability Test
The result of students’ reading comprehension was calculated and
result if 61.14, which categorized as fair. The scores above were used to
determine the score qualification as the following formula:

Table 4.1 formula Qualification Score

HIGH 1SD+MEAN 71 71 – 100
MEDIUM 0SD+MEAN 61 52 – 70
LOW -1SD+MEAN 51 0 – 51

Table 4.2 percentage criteria of students

CRITERIA NUMBER OF PERCENTAGE
STUDENTS
HIGH 20 19%

MEDIUM 65 60%

LOW 23 21%

The following figure shows the distribution of writing achievement score in

percentage:

WRITING ABILITY
70
60
60

50

40

30
21
19
20

10

HIGH MEDIUM LOW

Figure 2. the distribution of writing achievement score

Southeast Asian Journal of Islamic Education 7

 Studens’ Writing Ability of Each Aspect in Descriptive Text
Average Frequency
No Elements Percentage
score level
1 Content 71.44 66% Good

2 Organization 65.74 61% Good

3 Grammar 47.28 44% Average

4 Vocabulary 58.15 54% Average

5 Mechanic 62.73 58% Good

Total 305.34

Based on the table above, the students ability in descriptive

writing text of seventh grade students of SMP Katolik 1 W. R.
Soepratman Samarinda in academic year 2016/2017 is good with average
score 61.14. students ability in content is good average score is 77.44 or
66%, in organization area is good average score is 65.74 or 61%, in
grammar area is average with average score 47.28 or 44%, in vocabulary
area is average with average score 58.15 or 54%, and in mechanic area is
good with average score 62.73 or 58%.

Correlation between Reading Comprehension and Writing Ability

This research aims to see the relationship between the
result of reading comprehension score and writing ability score in
descriptive text which achieved by 108 students as the research samples.
The researcher calculated the data of variable X and variable Y use SPSS
20, it can be seen in the following table below:

Correlation is significant at the 0.05 level (2-tailes)

WRITING READING

Pearson Correlation 1 ,098

WRITING Sig. (2-tailed) N ,314

Pearson Correlation
108 108
READING Sig. (2-tailed) N
,314
108 108

8 Southeast Asian Journal of Islamic Education

 From the calculation above, it was calculated that applying
satistical package for social science (SPSS) 20 the correlation value rxy
0.098. On the table of significance shows if DF value is 106, the table of
significance 5% is 0.098.
The Null Hypothesis shows that “there is no significant correlation
between reading comprehension and the writing ability in descriptive
texts by seventh grade students of SMP Katolik 1 W.R. Soepratman
Samarinda in academic year 2016/2017”. While, Alternative hypothesis
states that “there is a significant correlation between reading
comprehension and the writing ability in descriptive text by the seventh
grade students of SMP Katolik 1 W. R. Soepratman Samarinda in
academic year 2016/2017”.
To test the hypothesis, it is important to state the acceptance
criteria of hypothesis;

Null Hypothesis: r-counted <

r-table
Alternative Hypothesis: r-counted
> r-table

It means that, of the r-counted is more than r-table, then the

alternative hypothesis is accepted. On other words, there is significant
relationship between reading comprehension and writing ability. By doing
the calculation, the researcher found r-counted is 0.098, and the r- table
with n = 108 (df-2 =106) with significance level = 95% (α = 0.05) is 0.1891

r-counted = 0.098 < r-table = 0.1981

Since the value of r-counted is lower than the r-table, it can be said
that the Null Hypothesis is accepted. In brief, there is no
correlation between reading comprehension and writing ability in
descriptive text of the seventh grade students of SMP Katolik 1 W.R.
Soepratman Samarinda in the academic year 2016/2017.
Based on the result of the study, the researcher found the mean
score of Reading comprehension was 72.47. It means that reading
comprehension of the seventh grade students of SMP Kaolik 1 W. R.
Soepratman Samarinda in the academic year 2016/2017 state good. The
result of the study showed that from 108 students as sample, there were
15 % or 16 students get High score, 68 % or 73 students get Medium
score, and 18 % or 19 students get Low score.
From the result, the researcher also found the mean score of writing
ability in descriptive text was 61.14. The result of the study showed that
from 108 students as sample, there were 19 % or 20 students get High
score, 60 % or 65 students get Medium score, and 23 % or 21 students
get Low score. If the average score of reading achievement compared with
the average score of writing ability, it shows that students reading

Southeast Asian Journal of Islamic Education 9

comprehensions does not influence their ability in writing, because, the
mean core of reading comprehension is higher than the mean score of
writing ability 72.47 > 61.14. This comparison supports the result of
SPSS 20, which found low relationship between the two variable.
From the Pearson product moment calculation, it found that the r-
counted: 0.098 is less than the r-table: 0.1981, which then interpreted
that there is no significant correlation between reading comprehension and
writing ability, especially for descriptive text. In brief, although as it is
reported in the findings that the number of students achieved medium
level of reading comprehension is more than those who achieved medium
level of writing ability, it does not necessarily mean that they correlate
each other. Good reading comprehension does not affect students’ writing
ability and vice versa.
On contrary, P et al. (2012) found strong relationship between
reading comprehension and writing ability among high school
students. Similarly, Koons (2008) found significant relationship between
reading comprehension and writing ability in each grade (4th, 6th, 8th, 10th,
and 12th grade). Considering the level of students, this study is different
with the both previous students. This study involved junior high school
students. Meanwhile, P et al. (2012) involved senior high school students.
Although Koons (2008) involves 8th graders which categorized in junior
high school level and found the significant correlation, still, this study
did not find the strong relationship between both variables. The different
education level of the samples may influence the result of this study,
therefore, it needs further investigation.

Conclusion
Regarding to the research problem, the researcher concluded that
insignificant correlation existed between reading comprehension and
writing ability in descriptive text since the r-counted is lower than the r-
table: 0.098 < 0.1981, which means, the null hypothesis is accepted. It can
be concluded that students reading comprehension does not necessarily
influence their writing ability, although some previous researchers found
significant relationship between the two variables, this study showed
different result since there is difference of students’ level of education.
Based on the conclusion above, the researchers form two suggestions i.e.
for educators and future researchers. For educators, since it is not found
significances relationship between reading comprehension and writing
ability, it is suggested to focus on reading comprehension aspect only to
improve students writing ability. They need considers others aspect,
such, students readiness for comprehending text and writing text, the
learning materials which meet students capability, and other factor
which may influence students writing ability. Moreover, although previous
finding found significant correlations between reading comprehension and
writing ability, this study found the opposite. Therefore, it is suggested for
future researcher to widen their focus of study, such investigating the

10 Southeast Asian Journal of Islamic Education

internal and external factors which influence students writing ability
and reading comprehension. Moreover, the future researchers are also
recommended to widen the variety of the research samples, such as
involving senior high school students.

Southeast Asian Journal of Islamic Education 11

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