Abstrak
ABSTRACT AGUSTINAH. 2021. The Correlation Between Students’ Reading Habit and Students’ Descriptive Writing Achievement of Eleventh Graders at SMKN 2 Tarakan. (Advisor: Romlah Ulfaika, M.Pd) The purpose of this research was to find out the relationship between reading habits and students’ descriptive writing achievement at eleventh grader of SMKN 2 Tarakan in the academic year 2020/2021 or not. This research used a quantitative approach method. The numbers of samples in this research were 60 eleventh graders which used a random sampling technique. There were two variables in this research, independent variable (students’ reading habit) and dependent variable (students’ descriptive writing achievement). Students were given a questionnaire in the reading habit test, while the writing test using the description text test. In analyzing data, researchers used Pearson product moment formula. This research indicated that on students’ reading habit, the result showed 3 students very high with 5%. Then, 16 students were in high with a rate of 26,67% and 15 students with a moderate portion of 25%. Meanwhile, there were 18 students with low reading habits with a percentage of 30%, and there were 8 students in very low with the percentage 13,33%. On students’ descriptive writing achievement there were no students in very good category with percentage 0%, 2 students were in the good category with percentage 3,33%, 6 students were in a fair category with percentage 10%, and on the contrary, the last point, there were 52 students in low category with percentage 86,67%. The results of Pearson Product Moment show a correlation coefficient or the rtest which was 0.812, it was higher than rtable, which was 0.254. The level of probability significance (Sig. 2-tailed), which was 0.000, was lower than the level of significance, which was 0.05. The result indicates that there was a significant correlation between reading habit and students’ descriptive writing achievement. In addition, it can be concluded the result of this research show when the score of reading habit is bad, their writing quality is also bad. In contrast, if the score of students’ reading habit is good, their writing test score is also good