This thesis discusses The Correlation Between Writing and Reading Ability of Eighth Grade Students of Bilingual Class at SMP N 18 Semarang in the Academic Year of 2013/2014. There were one class in the bilingual class. The background of the study was Bilingual class program was one of the programs that are applied to develop the students' skill in communicating in English. By bilingual program, it is hoped that it can motivate the students to learn and practice written and spoken English. The study is aimed at responding how is the correlation between writing and reading ability of eight grade students of bilingual class at SMPN 18 Semarang in the academic year of 2013/2014?
This research was conducted at the eight grade bilingual class students of SMP N 18 Semarang in the academic year of 2013/2014. In this case, the researcher took sample bilingual class from eight grade students of SMP 18 Semarang in the academic year of 2013/2014 which has eight classes and bilingual class consists of 32 students. The data were collected through documentation. The sampling system of the class is purposive sampling.
The study showed that: the average value of writing ability of the eight grade bilingual class students was 74.22; it is on the interval 70 – 84. The average value of reading ability of the eight grade bilingual class students was 74. 69; it is on the interval 70 – 84. So, the reading ability of the eight grade bilingual class students of SMP N 18 Semarang in the academic year of 2013/2014 was considered good category. In this research, it was found that there was significant correlation and significant influence between writing ability of the eight grade bilingual class students and reading ability of the eight grade bilingual class students. It can be seen from correlation result that the sig= 0.000 < α 5%. Based on the SPSS calculation, it was known that effective contribution of Students’ writing to the student’s reading was 96% can reach maximum level that is 100%. However this correlation and the influence were very high (96%), which pointed to other factors influencing reading of the eight grade bilingual class students.
There are some suggestions that are proposed by the writer: 1) Teacher should control the development of writing and reading ability of the eight grade bilingual class students in order to know the students who have less achievement, so they can do the remedial test. 2) Students should make learning as a necessity. 3) The writer suggest next researcher to conduct further study that can enhance this research because this research actually can be broaden and extended to other subject and in different setting.