CONCLUSIONS AND DISCUSSIONIt is bel

CONCLUSIONS AND DISCUSSION
It is believed that reading attitudes develop writing dispositions in the related literature. According
to Stotsky (1983), better writers tend to read more than poorer writers do, and that better readers
tend to produce more syntactically mature writing than poorer readers do. As the constructivist
learning theory asserts that writing and reading are both meaning-making activities (Gregg &
Steinberg, 1980). When people write and read, meaning is continually in a state of becoming. Thus,
the more students read, the more they are acquainted with reading passages and the more they tend
to write in the form of reading passages that they have studied and/or read. In this sense, according
to the results obtained in the research, it was found out that there was a significant positive high
correlation [r= .730, p

Results (Indonesian) 1:

CONCLUSIONS AND DISCUSSION
It is believed that reading attitudes develop writing dispositions in the related literature. According
to Stotsky (1983), better writers tend to read more than poorer writers do, and that better readers
tend to produce more syntactically mature writing than poorer readers do. As the constructivist
learning theory asserts that writing and reading are both meaning-making activities (Gregg &
Steinberg, 1980). When people write and read, meaning is continually in a state of becoming. Thus,
the more students read, the more they are acquainted with reading passages and the more they tend
to write in the form of reading passages that they have studied and/or read. In this sense, according
to the results obtained in the research, it was found out that there was a significant positive high
correlation [r= .730, p<.01] between students’ attitudes towards reading and their writing
dispositions. In studies carried out by Goodman & Goodman (1983), Stotsky (1983) and Carrel,
Devine & Eskey (1988), it was found out a strong correlation between students’ reading and their
writing skills. Similarly, Loban (1963) in his longitudinal study of students’ reading and writing
development indicated strong correlation between reading and writing skills. As Loban (1963) stated, students who wrote more well also read well, and that the converse was true. Further, these
correlations become even more pronounced across the school grades. The results obtained from the
related literature are paralleled to the related finding in relation to correlation between reading
attitudes and writing dispositions of this research. Hence, it can be stated in the light of the finding
in the research, the more input the students are exposed to reading, the more positive transfer into
their writing performance results.

Results (Indonesian) 2:

KESIMPULAN DAN PEMBAHASAN
Hal ini diyakini bahwa membaca sikap mengembangkan menulis disposisi dalam literatur terkait. Menurut
ke Stotsky (1983), penulis yang lebih baik cenderung untuk membaca lebih dari penulis miskin lakukan, dan bahwa pembaca lebih
cenderung menghasilkan lebih sintaksis menulis matang dari pembaca miskin lakukan. Sebagai konstruktivis
teori belajar menegaskan bahwa menulis dan membaca keduanya kegiatan makna pembuatan (Gregg &
Steinberg, 1980). Ketika orang menulis dan membaca, makna terus dalam keadaan menjadi. Dengan demikian,
semakin banyak siswa membaca, semakin mereka mengenal dengan ayat-ayat membaca dan semakin mereka cenderung
untuk menulis dalam bentuk membaca ayat-ayat yang mereka telah mempelajari dan / atau membaca. Dalam hal ini, menurut
hasil yang diperoleh dalam penelitian, ditemukan bahwa ada positif yang signifikan tinggi
korelasi [r = 0,730, p <.01] antara sikap siswa terhadap membaca dan menulis mereka
disposisi. Dalam studi yang dilakukan oleh Goodman & Goodman (1983), Stotsky (1983) dan Carrel,
Devine & Eskey (1988), ternyata ditemukan korelasi kuat antara membaca siswa dan mereka
keterampilan menulis. Demikian pula, Loban (1963) dalam studi longitudinal tentang membaca siswa dan menulis
pengembangan menunjukkan korelasi yang kuat antara kemampuan membaca dan menulis. Sebagai Loban (1963) menyatakan, mahasiswa yang menulis lebih baik juga membaca dengan baik, dan bahwa sebaliknya benar. Selanjutnya, ini
korelasi menjadi lebih jelas seluruh nilai sekolah. Hasil yang diperoleh dari
literatur terkait disejajarkan dengan temuan terkait dalam kaitannya dengan hubungan antara membaca
sikap dan menulis disposisi dari penelitian ini. Oleh karena itu, dapat dinyatakan dalam terang temuan
dalam penelitian, semakin banyak input siswa yang terkena membaca, transfer yang lebih positif dalam
hasil kinerja tulisan mereka.