INTRODUCTIONLanguage teaching is co

INTRODUCTION
Language teaching is considered as a whole with some skills and encompasses activities that are
directed towards improving students’ cognitive, affective, and kinaesthetic characteristics (Sever,
2004). So, the purpose in first language (L1) teaching in elementary schools is to ensure that
language skills (listening, writing, speaking and writing) are used in the most affective and
competent manner (Aslan, 2007). The most important element in order to make students gain these
language skills at school is the curriculum (Demirel, 2003).
Reading comprehension level of Turkish students was found to be under international standards in
examinations carried out in international arenas such as the PIRLS (MEB, 2003). Because of this
academic failure of Turkish students in international examinations, the Turkish Education System
has been revised and the elementary and high school curricula have been renewed under the light of
international educational progresses in order to develop students’ academic skills such as writing
and reading. Thus, the Ministry of National Education, known as MEB developed a new elementary
curriculum in order to educate students to make them gain necessary language skills in courses such
as Turkish, social sciences, foreign languages, etc. This new elementary curriculum especially
focused on the development of students’ writing and reading skills in an integrated manner to make
students individuals who both read and write in their daily lives.
According to Allen & Bruton (1998), reading is complex process of making meaning from a text,
for variety of purposes and in a wide range of contexts. Reading is a psycholinguistic process in that
it starts with a linguistic surface representation encoded by a writer and ends with meaning which
the reader constructs (Goodman, 1995). In this sense, as Keçik & Uzun (2004) state that in
communication based on language, neither sounds and words nor sentences take on a table by
themselves and that the basic unit of linguistic communication is texts and that individuals use texts
in communication with one another. For this purpose, developing language skills not only requiresmastering on reading, but also it requires individuals to write effectively on what they read.
Therefore, care must be given for the development of writing skills as well as reading skills in a
curriculum. In this regard, Özbay (2007) defines writing as the expression of emotions, thoughts,
wants, needs and events according to certain symbols based on certain rules by pointing out that the
act of writing is necessary.
Although reading is a receptive and writing is a productive language skill (Demirel, 2003; Özbay,
2007), it is stated that there is a strong correlation between these two language skills in the related
literature. Reading and writing are inseparable skills for language teaching. Reading and writing
skills cannot be separated from one another just as listening and speaking skills. For example,
Carson (1990) examined this issue and convincingly showed that reading influences writing, that
writing influences reading, and that they interactively influence one another. As individuals begin to
read, they get information and create a personal understanding based on what he/she read, and then
they tend to put down their understanding as a written form. In other words, individuals receive
information from reading and they put down what they think, know and understand by writing.
However, individuals must start reading first by having positive attitudes towards reading.
According to Kush, Marley & Brookhart (2005), students’ attitudes towards reading are the leading
factor that directly affects their reading comprehension and productive skill such as writing.
Therefore, it has been determined that students who have positive attitudes towards reading tend to
write on what they read.
When the related literature is viewed, it can be seen that there are some studies both on reading
attitudes (Keleş, 2006; Topçu, 2007; Balcı, 2009; Ünal, 2010) and writing dispositions (Bağcı,
2007; Arıcı & Ungan, 2008; İşeri, 2010; Ünal, 2010) of students in the Turkish Education System.
However, the number of the studies on the correlation between reading attitudes and writing
dispositions of students is very few and they all focused on the correlation between reading and
writing skills, not on their reading attitudes and writing dispositions. Because of this, further studies
on this very issue are needed to be carried out in order to create a more effective curriculum
regarding reading and writing in an integrated manner at elementary school. Hence, the purpose of
this research can be stated to investigate the correlation between elementary students’ reading
attitudes and their writing dispositions. In order to establish a correlation between reading attitudes
and writing dispositions, the following questions were posed in the study:
(1) Is there a significant correlation between students’ reading attitudes and writing
dispositions?
(2) What is the predictive level of students’ reading attitudes for their writing dispositions?

Results (Indonesian) 1:

PENDAHULUANPengajaran bahasa dianggap sebagai keseluruhan dengan beberapa keterampilan dan meliputi kegiatan yangdiarahkan untuk meningkatkan siswa kognitif, afektif dan kinestetik karakteristik (Sever,2004). Jadi, tujuan dalam bahasa pertama (L1) mengajar di sekolah dasar adalah untuk memastikan bahwaketerampilan bahasa (mendengarkan, menulis, berbicara dan menulis) digunakan dalam paling afektif dancara yang kompeten (Aslan, 2007). Unsur yang paling penting untuk membuat siswa memperoleh iniketerampilan bahasa di sekolah adalah kurikulum (Demirel, 2003).Tingkat pemahaman Turki siswa membaca ditemukan untuk menjadi di bawah standar internasional dalamPemeriksaan dilakukan di arena internasional seperti PIRLS (MEB, 2003). Karena iniakademik kegagalan Turki siswa dalam ujian internasional, sistem pendidikan Turkitelah direvisi dan kurikulum sekolah dasar dan tinggi telah diperbaharui di bawah terangkemajuan pendidikan internasional untuk mengembangkan kemampuan akademik siswa seperti menulisdan membaca. Dengan demikian, Kementerian Pendidikan Nasional, dikenal sebagai MEB dikembangkan baru SDKurikulum untuk mendidik siswa untuk membuat mereka memperoleh keterampilan bahasa yang diperlukan dalam kursus tersebutsebagai Turki, ilmu sosial, bahasa asing, dll. Kurikulum sekolah dasar baru ini terutamaterfokus pada pengembangan siswa menulis dan membaca, kemampuan secara terpadu untuk membuatsiswa individu yang baik membaca dan menulis dalam kehidupan sehari-hari.Menurut Allen & Bruton (1998), membaca adalah proses yang kompleks pembuatan makna dari teks,untuk berbagai keperluan dan dalam berbagai konteks. Membaca adalah proses psycholinguistic yangitu dimulai dengan representasi permukaan linguistik yang dikodekan oleh penulis dan berakhir dengan makna yangpembaca konstruksi (Goodman, 1995). Dalam pengertian ini, sebagai Keçik & Uzun (2004) menyatakan bahwa dalamkomunikasi berdasarkan bahasa, baik suara dan kata-kata atau kalimat mengambil Mejadiri mereka sendiri dan bahwa unit dasar linguistik komunikasi adalah teks dan bahwa individu menggunakan teks-tekskomunikasi dengan satu sama lain. Untuk tujuan ini, mengembangkan kemampuan bahasa yang tidak hanya requiresmastering pada membaca, tetapi juga memerlukan individu untuk menulis secara efektif pada apa yang mereka baca.Oleh karena itu, perawatan harus diberikan untuk pengembangan keterampilan menulis serta kemampuan dalam membacakurikulum. Dalam hal ini, Özbay (2007) mendefinisikan menulis sebagai ekspresi emosi, pikiran,keinginan, kebutuhan dan acara sesuai dengan simbol-simbol tertentu berdasarkan aturan-aturan tertentu dengan menunjukkan bahwatindakan menulis diperlukan.Meskipun membaca reseptif dan menulis adalah keterampilan bahasa produktif (Demirel, 2003; Özbay,2007), hal ini dinyatakan bahwa ada korelasi kuat antara kemampuan dua bahasa ini yang berhubungansastra. Membaca dan menulis adalah keterampilan yang tak terpisahkan untuk pengajaran bahasa. Membaca dan menulisskills cannot be separated from one another just as listening and speaking skills. For example,Carson (1990) examined this issue and convincingly showed that reading influences writing, thatwriting influences reading, and that they interactively influence one another. As individuals begin toread, they get information and create a personal understanding based on what he/she read, and thenthey tend to put down their understanding as a written form. In other words, individuals receiveinformation from reading and they put down what they think, know and understand by writing.However, individuals must start reading first by having positive attitudes towards reading.According to Kush, Marley & Brookhart (2005), students’ attitudes towards reading are the leadingfactor that directly affects their reading comprehension and productive skill such as writing.Therefore, it has been determined that students who have positive attitudes towards reading tend towrite on what they read.When the related literature is viewed, it can be seen that there are some studies both on readingattitudes (Keleş, 2006; Topçu, 2007; Balcı, 2009; Ünal, 2010) and writing dispositions (Bağcı,2007; Arıcı & Ungan, 2008; İşeri, 2010; Ünal, 2010) of students in the Turkish Education System.However, the number of the studies on the correlation between reading attitudes and writingdispositions of students is very few and they all focused on the correlation between reading andwriting skills, not on their reading attitudes and writing dispositions. Because of this, further studieson this very issue are needed to be carried out in order to create a more effective curriculumregarding reading and writing in an integrated manner at elementary school. Hence, the purpose ofthis research can be stated to investigate the correlation between elementary students’ readingattitudes and their writing dispositions. In order to establish a correlation between reading attitudesand writing dispositions, the following questions were posed in the study:(1) Is there a significant correlation between students’ reading attitudes and writingdispositions?(2) What is the predictive level of students’ reading attitudes for their writing dispositions?