THE CORRELATION BETWEEN STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION AND WRITING SKILL

0,436<0,278). The result of hypothesis of this research was alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It meant there was correlation between student’s achievement in reading comprehension and writing skill.


INTRODUCTION
Reading as a process also noted by Nunan (1998, in Samrotul, 2014, he states reading is usually conceived as solitary activities in which the readers interact with text in isolation. It can be inferred that reading is not only looking at word in the form of graphic symbols but reading is communication process that involves an enjoyment as a readers to interact with text. Reading is the process of constructing meaning trough the dynamic interaction among reader, the text and the context of reading situation. Harmer (2007) states that reading useful for language acquisition. It provided student more or less understanding about what they read, the more they read, the better they get at it. Klingner, Vaughn & Boardman (2007) stated that reading understood of the text meaning. Cain and Oakhill (2007) state that reading brings meaning and getting meaning from printed material. In addition, Moreillon (2007) stated that reading makes meaning from print and visual information. It means that reading is a process to perform and used by the reader to take hold of message being delivered by the writer in medium of words and writer language. Besides, Serravallo (2010) suggests that reading is thinking and understanding and getting at the meaning behind a text.
Then, another skill which is also important to be taught is writing. Writing is also as one of language skills to be mastered by the students because writing has more portions in teaching English than the other language skills. Writing is one of language skills which important for students in learning English. It becomes very important because it is one of communication tools. Through writing, students are able to express their feeling and ideas. It is one of the skills in English that must be mastered by the students. As one of four language skills writing is considered as the most difficult skill. Writing is about expressing idea that a writer is unable to express what a speaker able to express. It was like gesture, body movement, facial expression, pitch and tone of voice, stress and hesitation. Thus a writer has to be able to write an effective writing in order to make a reader understand by developing and organizing ideas, a careful vocabulary choice, grammatical pattern, and sentence structure to make which is appropriate to the subject matter and the eventual readers. Writing is also an action process of discovering and organizing the ideas, putting them on paper, and reshaping them. Writing is much like speaking, because it is a way to discover and communicate the ideas. However, unlike speaking the people get the information from oral communication but in writing through a paper.
For many years, reading and writing were (and sometimes still are) taught separately. During decades, reading and writing were kept separate both in theory perspective and in instructional practices. According to Eisterhold (1990, in Mokeddem, 2016 reading writing relation from a directional perspective is the most relevant model for pedagogical concerns as it helps teachers decide whether reading should lead to writing or whether should lead to reading in their instruction. Langer andFlihan (2000, in Ershadi, 2012) state that correlation studies to that time showed that better writers tend to be better readers (of their own writing as well as of other reading material), that better writers tend to read more than poorer writers, and that better readers tend to produce more syntactically mature writing than poorer readers. Reading and writing have been proposed under the constructive orientation. Nelson andCalfee (1998, in Shen, 2009) pointed out that both reading and writing require learners to actively involved in constructing meaning. Readers provide personal response and feeling that can be transacted into expressive witing. In this way, reading is used to stimulate writing as a source of motivation.
According to Chamblee (1998, in Moreau, 2015, reading and writing both require a student to construct and reconstruct meaning, and both include stages of planning, drafting, and revising. Expanding on this comparison, both reading and writing require students to plan by drawing on their prior knowledge. In addition, this planning stage asks students to acknowledge what the purpose of the reading or writing endeavor is, allowing the student to find a concrete direction from which to approach the reading or writing from. As students continue into the drafting stage, both readers and writers selfmonitor their progress and understanding of the topic they are analyzing. This selfmonitoring allows for both readers and writers to understand what is working in their approach, and what needs to be amended in order to successfully complete the given task. As the drafting stage concludes, students begin revising their work upon its initial completion, whether they have completed reading their piece or completed their first draft of writing. This revision process, for both subjects, requires students to consider and apply new information that may change or deepen their level of understanding on the subject. In this research, the objective of the research is to investigate the correlation between the student's achievement in reading comprehension and writing skill. .

RESEARCH METHOD
The method used in this research is quantitative research, because the researchers try to describe and to test the relationship. It also presents the findings in numerical form, and analyze through the use of statistics. According to Walpole (2006), Quantitative research is an objective and systematic process in which numerical data are used and interpreted to obtain information about the world. Defining the research in advance is the most essential part of conducting a research since the research design determining the statistical decision being made. A correlation research is concerned with establishing relationship between two or more variable in two populations (Leedy & Ormord, 2010). According to Creswell (2011), correlation design is used to describe and measure the relationship between two variables. Variables are not manipulated as they would be in an experiment. A correlation in statistical determined the tendency of pattern for two or more variables to vary consistently.
The researcher used this design because it has the characteristic which is suitable with the objective of the research that is to investigate the correlation between students' achievement in reading comprehension and writing skill in spoof text. The aim of the research is to investigate the correlation between two variables that is students' achievement in reading comprehension and writing skill in spoof text. The population of this research is English Department students. The researchers used simple random sampling as a technique to get a sample and took 30% from the population. The population was 283 and the sample was 85 students.
The first is reading test consist of 50 multiple choice test which construct of some comprehending question. Each number consist of 5 choices A, B, C, D, and E. The test consist of 50 multiple choice question for 5 spoof texts. The score of each number is 2. If the students answer all items correctly, they will get score 100 (2 x 50 = 100). From the description stated before, we can see that the highest score of this test is 100. The scores of reading can be calculated with the following formula: The second is written test. In writing test, the students wrote a free composition. And the topic is about spoof text that the students must be write in a good paragraph. The students writing test result based on four components, grammar, vocabulary, spelling, and content. The researcher chose test method because it is suitable with the data that will be collected. After the students write the text of spoof text, the researcher gave the score of each students writing. The criteria of writing scoring as follows: : the number of students/subject participating in the test ∑x 2 : the sum of square score in each item ∑x : the sum of score each item ∑Y : the sum of score from each student ∑Y 2 : the sum of the square from each student ∑XY : the sum of multiple of score from each student with the total score in each item. This formula is used in finding index correlation "r" between X variable and Y variable (rxy). b. To know the significance between two variables, the formula of significance test is :

Coefficient of Correlation " r "
Interpretation 0,00-0,20 The Correlation is Neglected 0,20-0,40 The Correlation is Weak 0,40-0,70 The Correlation is Strong Enough 0,70-0,90 The Correlation is Strong 0,90-1,00 The Correlation is Very Strong The researchers used the formula of Pearson Product Moment. Before doing the calculation, the data described in the following table: Before testing the tcount, the researchers made two hypothesis of the research: Ha : There is correlation between reading comprehension and writing skill in spoof text Ho : There is no correlation between reading comprehension and writing skill in spoof text The formulation of the test: 1. If to> ttable, it means that the null hypothesis is rejected and there is significant correlation. 2. If to> ttable, the null hypothesis is accepted and there is no significant correlation. Based on the calculation above, the result is compared by ttablein the significant of 1% and 5%, and n= 85, the writer found the Degree of Freedom (Df) with the formula : Df = N -nr = 85 -2 = 83 From Df= 83, it is obtained ttable of 1% = 0,278, and 5% = 0,213. It indicates that to> ttablein which 1% = 4,14 > 0,278 and 5% = 4,14 > 0,213. Therefore, the alternative hypothesis (Ha) is accepted. In the other words, there is correlation between reading comprehension and writing skill in spoof text.
Based on the calculation above, it shows that the correlation value (rxy) is 0,436 and Degree of Freedom (Df) is 83. In the table of significance shows if Df value is 83, while the table of significance 1% is 2,372 and 5% is 1,988. The statistical hypothesis state: 1. If ro is the same as or higher then rt, the Ha is accepted. 2. If ro lower than rt, the Ha is rejected. Based on the score of ro0,436, it indicates the score of ro > rt 1% and 5%, in which 1% (0,436 > ) and 5% (0,436 > ). It means that Ha is accepted, or in the other word there is correlation between reading comprehension and writing skill in spoof text.
To interpret the gravity of ro 0,436, the table of "r" product moment shows that the correlation value is strong enough, in which between 0,40 -0,70. The table of "r" interpretation that adopted from Burns and Grove theory such as follows : Interpretation 0,00-0,20 The Correlation is Neglected 0,20-0,40 The Correlation is Weak 0,40-0,70 The Correlation is Strong Enough 0,70-0,90 The Correlation is Strong 0,90-1,00 The Correlation is Very Strong There is strong enough correlation means that the correlation tends to the positive value and there is no negative correlation. To know whether the correlation value is significant, the data were tested and the result was significant in which indicates to> ttable. The score of significance is to 0.436. Meanwhile, the Df= 83 indicates significant score of 1% = 0,278 and 5% = 0,213. it means that the correlation score is significant.
To sum up, the data interpretation shows a finding that reading and writing correlate each other. Reading comprehension gives contribution ro 0,436 to writing skill. It means the achievement of reading comprehension is affected by writing skill. The correlation of reading comprehension and writing skill has significant value. It means the better reading comprehension that the students have, the better writing skill the students will produce.

CONCLUSION AND SUGESTION
Based on the research analysis, the researchers concluded that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It can be seen from the result of ro is 0,436 with the degree of freedom (Df) is 83. The result of rt on the table of degree of significance 5% = 0,213 and 1% = 0,278. So, ro>rt (0,213<0,436>0,278). The result means that students' achievement in reading comprehension is positively correlated with their writing skill. So, it can be conclude that there is correlation between student achievement in reading comprehension and writing skill. Knowing the result, the English teacher as a motivator and stimulator give contribution to the students' achievement in reading comprehension and writing skill also. So, the teacher should give motivation to the student to increase their ability in skills of English, especially reading and writing. The future research also could find out the correlation between two variables, in this case reading comprehension and writing skill. This research may also be a relevant previous study that can be used by other researchers to conduct a further research relating to the correlation between language skills