The correlation between English education students’ interpretative reading scores and their TOEFA reading scores

Tsaqila, Anis (2022) The correlation between English education students’ interpretative reading scores and their TOEFA reading scores. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study aimed: (1) to know how is English education students’ interpretative reading scores, (2) to know how is students’ TOEFA (test of English for academic) reading scores, and (3) to know how is the correlation between is English education students’ interpretative reading scores and their TOEFA (test of English for academic) reading scores. A quantitative research strategy with a correlational design was used in the research. Data collection was done using document analysis as the tool. There were 84 students from the English Education Department of class 2019 at UIN Sunan Gunung Djati Bandung participated in this study. The data collected and presented using Pearson's correlation product-moment from SPSS 25. The findings of this study indicate that the lowest score for students’ interpretative reading Scores is 43 and the maximum score is 95. In that case, 75,45238 is the average score for students’ interpretative reading Scores. In terms of proportion, 14% of students are in low category, 75% got into the middle category, and 11% fell into the high category. The correlation result is 0.217, categorized as low correlation in the range of score 0.20-0.399. Further, the significance value is 0.047 which is less than significance table which is 0.05 (0.047 < 0.05), and the Pearson’s Correlation value (rcount) is 017, which is higher than rtable with ɑ = 5% (0.212), or rcount > rtable (0.217 > 0.212). Finally, it can be said that there is a significant correlation between English Education Students’ interpretative reading scores (X) and their TOEFA reading scores (Y) since Ha is accepted and Ho is rejected.

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