THE CORRELATION BETWEEN

STUDENTS’ PHONEMIC

AWARENESS AND THEIR

READING COMPREHENSION

BY : AGUNG DIAH WULANDARI

031110037

I. INTRODUCTION

A. BACKGROUND OF THE STUDY

• In learning English, students do not only learn the four language skills,

but also some aspects of linguistic knowledge (Phonemic Awareness).

• Reading comprehension is important to master. It helps students

comprehend the text.

B. Reasons for choosing thE topic

• There are no phonemes in Bahasa Indonesia

•Reading requires the students to be able to decode symbols

C. THE AIMS OF THE RESEARCH1. To investigate students’ phonemic awareness

2. To investigate students’ reading comprehension

3. To investigate whether there is a correlation between students’ phonemic awareness and their reading comprehension.

D. STATEMENT OF THE PROBLEMIs there a correlation between students’ phonemic awareness and their reading comprehension?

E. HYPOTHESISThere is a positive correlation between students’ phonemic awareness and their reading comprehension (Ha).

F. LIMITATION OF THE PROBLEM– Phonemic awareness test is limited on words that are consisted in the

reading comprehension text.

– Reading comprehension is limited on the students’ ability in answering TOEFL text questions.

II. THEORETICAL FOUNDATION

A. PHONEMES

“Phonemes are sounds that distinguish words”.

Murcia et al (2007: 37)

B. PHONEMIC AWARENESS

“Phonemic awareness is the ability to hear and

manipulate the individual sounds within words”.

Shanahan (2006: 6)

C. READING

“Reading is the ability to draw meaning from printed

page and interpret this information appropriately”.

Grabe and Stoller (2002: 3)

D. READING COMPREHENSION

“Reading comprehension is the act of understanding

and interpreting the information within a text”.

Shanahan (2006: 28)

III. RESEARCH METHODOLOGY

A. RESEARCH METHOD AND DESIGN

• RESEARCH METHOD: Correlation Method

• RESEARCH DESIGN: Ex Post Facto Design

Tx Ty

Tx : Students’ phonemic awareness

Ty: Students’ reading comprehension

B. POPULATION AND SAMPLE

C. RESEARCH INSTRUMENT

D. RESEARCH PROCEDURE

Giving a test of variable

x

Having the data of

variable x

Having the data of

variable y

Calculating both data using

Pearson-Product Moment

formula

Making a conclusion

Giving a test of variable

y

E. DATA ANALYSIS

1. Scoring the students’ phonemic awareness

2. Scoring the students’ reading comprehension

3. Calculating the mean

4. Calculating the degree of freedom

5. Calculating the correlation coefficient value

IV. RESEARCH FINDING AND

DISCUSSION

Research Finding

Data Analysis:

∑N= 119

∑X= 9412

∑Y= 7760

∑X2= 752752

∑Y2= 518400

∑XY= 621540

Calculating the Mean:

x= 79.09

y= 65.21

Calculating the Correlation Coefficient:

rxy= 0.766

Hypothesis Testing:

0.05= 0.195

0.01= 0.256

rxy (0.766) is higher than r-table (0.256)

Discussion

Value of r Product Moment Interpretation

0.800-1.00 Very high correlation

0.600-0.800 High correlation

0.400-0.600 Quite low correlation

0.200-0.400 Low correlation

0.000-0.200 Very low correlation

Interpretation Table

V. CONCLUSION AND

SUGGESTION

• There is a high correlation between students’ phonemic awareness and their reading comprehension.

Conclusion

• For the students

• For the next researcherSuggestion