THE CORRELATION BETWEEN THE THIRD YEAR STUDENTS’ GRAMMAR MASTERY AND THEIR READING COMPREHENSION ABILITY IN UNDERSTANDING NARRATIVE TEXT OF ENGLISH DEPARTMENT AT BUNG HATTA UNIVERSITY

MELDAWATI, MELDAWATI and Ernati, Ernati and Khairul, Harha (2016) THE CORRELATION BETWEEN THE THIRD YEAR STUDENTS’ GRAMMAR MASTERY AND THEIR READING COMPREHENSION ABILITY IN UNDERSTANDING NARRATIVE TEXT OF ENGLISH DEPARTMENT AT BUNG HATTA UNIVERSITY. Diploma thesis, Universitas Bung Hatta.

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Abstract

The purpose of this study is to know whether there is significant correlation between grammar mastery and reading comprehension ability of the third year students of English Department at Bung Hatta University. The sample of this study is 25 students taken randomly from the third year students of English Department of Bung Hatta University. The method used in this study was a quantitative method and the research design used in this study was correlational design. In collecting the data, the grammar test and reading test are used. The reliability index of grammar mastery test was 0.87 (very reliable) and the reliability index of reading comprehension test was 0.78 (reliable).The result of this study showed that students’ grammar mastery was low with Mean was 20.12 and Standard Deviation was 3.35. It is indicated that 9 students (36%) had low ability and 8 students (32%) had moderate ability and 8 students (32%) had high ability. It was also found that students’ reading comprehension was moderate Mean was 18.4 and Standard Deviation was 3.35. It was indicated that 2 students (8%) had low ability, 19 students (76%) had moderate ability and 4 students (16%) had high ability. There was a very high correlation between students’ grammar mastery and their reading comprehension. It is proved by the coefficient correlation, ρ = 0.84.It was classified as having very high correlation. In testing hypothesis whether there is significant correlation between students’ grammar mastery and their reading comprehension or not, the researcher compared tcounted and ttable. It was found that tcount (7.42) was bigger than ttable (2.069). it s found that alternative hypothesis (HA) is accepted that there is a significant correlation between grammar mastery and reading comprehension ability at the level of significance 0.05 and the degree of freedom (n – 2). In conclusion, if the students’ grammar mastery improved, their reading comprehension will be improved too. Based on conclusions, it is suggested to the lecturer to improve the students’ grammar mastery in order that their reading comprehension ability can be increased. The students are suggested to do more practices in improving their grammar mastery in order to improve their reading comprehension ability. Further researcher is suggested to do research about the contribution of grammar mastery and reading comprehension

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