The Correlation between The students’ Comprehension and Ability to Identify Genre 1

The Correlation between The students’ Comprehension and Ability to Identify Genre 2

THE CORRELATION BETWEEN THE STUDENTS’ READING COMPREHENSION

AND THE ABILITY TO IDENTIFY GENRE IN LEARNING READING
Hasriani Siwa
(Hasriani.siwa@yahoo.com)
Universitas Negeri Gorontalo

Journal

ABSTRACT
The objective of this research is to find out whether there is a positive correlation between the
students’ reading comprehension and the ability to identify genre in learning reading. The
population of this research is the eleventh grade students of SMA Negeri 1 Bonepantai that
consist of 122 students. In this case, the sample of this research is taken through random
sampling by using lottery style. So, the sample is 22 students of eleventh grade. The method
of this research is quantitative method through the correlation approach. The researcher used
the multiple choices test as the instrument of this research and the test consist of reading
comprehension and genre test. The result of this research proved that there is a positive
correlation between the students’ reading comprehension and the ability to identify genre in
learning reading (Y = 12.579 + 0.839X). The result of applying the rxy distribution show that
the coefficient correlation is 0.873, and the degree of significance 5% is 0.423. It means that
rcount is higher than rtable (0.873 > 0.423). So, the hypothesis of this research is acceptable.
Key Word: Correlation, Reading Comprehension, Genre, Learning Reading

Getting knowledge can be done by reading. Because reading will giving many information.
In addition, reading also can entertain the reader, for example by reading some texts such as:
novel, comic and etc. According to Sheng as (cited in Rozimela Y, 2014, p. 461), reading is a
process of communication from the writer to the reader involving the recognition of letters,
words, phrases clauses and a process of negotiation between the reader and the writer.
Therefore, reading text needs a purpose to know what function that we read for. It is similar
with Linderholm & Van Den Broek’s statement as (cited in Grabe, 2009, p.11) that
successful reading includes the ability to adjust processing in such a way that learning goals,
as a function of reading purpose, are met.
Reading is an important skill to understand the information from the text. The students
should not only read the text but also have to understand it in order they have a good
comprehension in reading text. Understanding what we have read is called reading
comprehension. It needs more critical thinking to understand the text that we are going to
read. It means, the reader must be active to find out the meaning of vocabularies in a text, in
order they can comprehend and transfer the information to her/him or others. It is similar to
Brummitt’s statement (2008, p.1) that reading comprehension is an intentional, active,
interactive process that occurs before, during and after a person reads a particular piece of
writing.
In this case, the students must know what the text tells about and try to identify the main idea,
genre of text and so on. Students in senior high school are demanded to know genre text.
There are some kinds of text that students should know in learning reading. It is supported by
Indonesian curriculum “KTSP” (Kurikulum Tingkat Satuan Pendidikan) as (cited in Tahir,
The Correlation between The students’ Comprehension and Ability to Identify Genre 3

2010 P.2) that there are fourteen genres or types of the text that have been taught at senior
high school; they are recount, report, anecdote, discussion, explanation, analytical exposition,
hortatory exposition, descriptive, news item, spoof, narrative, procedure, review text and a
commentary. In addition, text types have characteristic including social function, generic
structure and language features. Then, teaching genre needs more comprehension from the
students. If the students can understand well what they have read, they will know how to
identify the kinds of text itself.
Then, based on the researcher experience when taught in SMA Negeri 1 Bonepantai, the
researcher has found some students’ difficulties in understanding about the content of the
text. It was proved by the researcher’s daily observation in teaching and learning process in
class. When the teacher explained about the genre of text, and the students were given a
chance to read and answer some questions from the text, they unfortunately cannot answer
the question correctly. The students did not understand about genre of text such as report text,
recount text, spoof text and news item text that the teacher gave in learning process. It was
caused by the students’ capability in comprehending the texts were still lack.
The students need to improve their reading comprehension, in order, they can achieve the
material for example the kinds of text, easily. Therefore, if the students’ reading
comprehension is less, they will be not able to identify genre of text. Otherwise, if the
students’ reading comprehension is good, they will know to identify genre of text. And it is
proved by the researcher observation, when the researcher gave the reading comprehension
and genre test to them. The students’ capability in reading comprehension gives impact to
their ability in identifying genre of text.
Based on the explanation above, the researcher is interested to observe about the students’
reading comprehension and genre of text by trying to find out the correlation between the
students’ reading comprehension and the ability to identify genre in learning reading.

LITERATURE REVIEW
Concept of Reading
Reading is one of basic activity to understand about the meaning from the language text. In
the other hand, it is a process to know and identify the information about social life and
science. When we read, we have to build a purpose. It depends on our motivation to read
whether in educational ways or getting fun. According to Grabe (2009, p.8) there are some
academic purposes for reading, namely: 1). Reading to search for information (scanning and
skimming). 2). Reading for quick understanding (skimming), 3). Reading to learn, 4).
Reading to integrate information, 5). Reading to evaluate, critique, and use information, 6).
Reading for general comprehension, (in many cases reading for interest or reading to
entertain). It means that, there are some strategies to learn reading skill. The point is reading
any text will get the information depends on the readers to use for themselves or forward to
another.

Concept of Reading Comprehension

Herber as (cited in Usulu W, 2006 p.2) divided comprehension into three level, namely: 1.
Literal level is getting information gist, 2. interpretive level is integrating information and
making inferences, 3. applied level is using information to express opinion and form new
idea. It means that, when we get the information from the text, we have to interpret by
ourselves what the conclusion of the text itself, and the last is ready to use and share the
information that we get.
The Correlation between The students’ Comprehension and Ability to Identify Genre 4

Indicators of Assessing Reading Comprehension

Assessment of reading comprehension aims to measure the capacity of readers’ knowledge
about reading comprehension. According to Djiwandono (2008, p. 176), “there are some
indicators of reading comprehension. They are synonym/antonym, topic, main idea, explicit
meaning, generic structure, inference and conclusion”. In this case, to comprehend a text, the
students have to be able to know some indicators such as main idea, topic, synonym and so
on from the text, in order, they can understand and get the information from the text itself.

Concept of Genre text

There are 14 texts in English that students’ should learn. According to Wahidi (2008, p.2-16),
there are some kinds of text for students to learn, such as: recount, narrative, procedure,
anecdote, report, analytical exposition, descriptive, news item, hortatory, spoof, explanation,
discussion, argument and review text. It means that, students should know those genre of text
in learning reading.

METHOD
The researcher used quantitative correlation research in order to know the correlation and the
significant correlation between variable X and variable Y. While, to analyze the data, the
researcher used statistical analysis.
The population in this research is the eleventh grade students of SMA Negeri 1 Bonepantai
which consists of 122 students. It has 7 classes which include IPA I, IPA II, IPS 1-4 and
Bahasa. And the sample taken by using lottery style.The researcher used lottery style to take
22 samples from 100 students.

In collecting the data, the researcher used test as the instrument of reading comprehension
and genre. The test given by using multiple choice form that consist of 30 items question for
reading comprehension and 24 items for genre text. The score of each question is 1 for the
correct answer and 0 for the wrong answer. Based on the result of validity test of reading
comprehension, there are 20 items are valid, while in genre test valid are 20 questions.

Testing normality of data used testing normallity of galat regression and using liliefors test
(L0). After the data is normally distrubuted, the data can be analyzed by using Simple
Regression and Correlation.

Discussion
Reading is one of the language skills. In reading process, the readers use their mind to search
the information. Reading is an identical with text, therefore, text is important media in
learning reading because without text there is no reading. To practice reading, the reader has
to know the way to be a good reader to find the information then goes to the next level that is
called reading comprehension.

To collect the data of this research, the researcher used test as the instrument. The test
consists of reading comprehension and genre which is used in multiple choice form. Reading
comprehension test consist of four indicators namely main idea, topic, synonym, antonym
and explicit meaning. These are based on Djiwandono’s statement,“there are some indicators
of reading comprehension. They are synonym/antonym, topic, main idea, explicit meaning,
generic structure, inference and conclusion. (2008, p. 176). While genre test consist of three
indicators namely kinds of text, generic structure, and language features. The characteristic of
genre text are three of them.
The Correlation between The students’ Comprehension and Ability to Identify Genre 5

After distributing the test to the participants, the researcher use the validity and reliability of
instrument test. Then, the researcher should test the normality of the data in order to know
whether or not the test can be used in this study. It is also as the requirement of the regression
and correlation formula. This study used correlation and regression. Correlation is used to
know whether or not there is a positive correlation between students’ reading comprehension
and ability to identify genre in learning reading, while regression is used to know direction of
both variable. Simple regression is y = a +bX. It means that if the value of a is positive and
b is negative, it shows that there is a negative correlation between two variables. Otherwise,
if a is positive and b is positive, the result of direction of correlation is positive. In this case,
students’ reading comprehension as variable X is independent variable while students’
ability to identify genre text as variable Y is independent variable. Students’ reading
comprehension (variable X) has a big role to give impact to students’ ability in identifying
genre text (variable Y). When the students’ reading comprehension increased then their genre
will also increased.
It was proved by the data which the researcher found in the field that reading comprehension
has a correlation with the students’ ability to identify genre text. The analyzing linier
regression of students’ reading comprehension and students’ ability to identify genre text, it is
found that ̂ = 12.579 + 0.839X. It means that students’ ability to identify genre text can be
increased or effectively, if the students reading comprehension is good, because having good
reading comprehension would be give a positive impact to students. It is supported by Prado
& Plourde as (cited in Harvey, p.2) stated, “Comprehension is a process that involves
thinking, teaching, past experiences, and knowledge”. Therefore, the students have to make a
connection between their understanding and interpretation to build knowledge from the text.
It means that, getting knowledge from the text needs more critical thinking to understand the
content of the text.

Based on the result of analyzing data, it is indicated that the students’ reading comprehension
has a positive correlation with students’ ability to identify genre text in learning reading. It
was proved by the result of correlation coefficient that showed rxy 0.873. it can be concluded
that variable X and variable Y have a very significant correlation. Coefficient determination
is high enough in this correlation because r2 = 87.30 %. It means that 87.30% students’
ability to identify genre text is caused by reading comprehension. It explain how many
percent that the coefficient determination of the correlation between reading comprehension
(variable X) and identify genre (variable Y) and 12,7% is determined by other factors. The
value of correlation between students’ reading comprehension and students’ ability to
identify genre text consists of rxy = 0.873 and r2 = 87.30%. T-test result is also has a strong
correlation because tcount > ttable namely 7.999 > 1.72 at the level significance 0.05. This is
denoted that the correlation between the students’ reading comprehension and the ability to
identify genre in learning reading is very significant. It means that by having good reading
comprehension, the students’ have opportunity to increase their knowledge to identify genre
text.

It can be concluded that the genre text can be easily to identified by knowing well about
reading comprehension. It will be occurred when the students’ reading comprehension is
good. In addition, reading comprehension consist of some indicators such as main idea, topic,
synonym, antonym and explicit meaning. If the students know to understand these indicators
in reading the text, they will have better knowledge to identify genre text. It was proved by
the correlation between the students’ reading comprehension and the ability to identify genre
in learning reading. In other words, if the students’ reading comprehension is higher, the
students’ ability to identify genre will be better.
The Correlation between The students’ Comprehension and Ability to Identify Genre 6

CONCLUSION AND SUGGESTION

The hypothesis of this research has been proved by having high percentage of coeficient
determination that show a significant correlation between students’ reading comprehension
and students’ ability to identify genre. Having good comprehension in reading text can
increase students’ ability in identify genre, otherwise having poor comprehension in reading
text can decrease students’ ability to identify genre.
From this research, the researcher knows that students’ reading comprehension is one of the
successful factors to impact students’ ability in identify genre. In other words, by this
research, the increasing of each students’ reading comprehension followed by the increasing
of students’ ability in identify genre. It means that, the hypothesis of this research is “there is
a positive correlation between the students’ reading comprehension as X variable and the
students’ ability to identify genre in learning reading as Y variable is acceptable.
Based on the result of the research, the researcher suggests to some sides, namely: this
research can give information to the teacher that reading comprehension is one of the factors
that can make students successful to identify genre in learning reading. Therefore, the
teachers have to encourage students to learn deeply about reading comprehension in order
they can do another thing such as identify genre text. To English teachers in senior high
school of SMA N 1 Bonepantai, Bone Bolango district in order to give more attention to
students’ reading comprehension especially in English subject.

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Djiwandono (2008). Test Bahasa. Jakarta:Index.

Grabe W (2009).Reading in a second language.Moving from Theory to
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Harvey M (N.D) Reading Comprehension: Strategies for Elementary and Secondary School
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Rozimela Y (2014). The Students’ Genre Awareness and Their Reading Comprehension of
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