Pub Date : 2021-07-26DOI: 10.30998/inference.v4i2.6096
Okke Tri Wahyuni
Abstract: This research aims to know the effect of students' perception on learning technique and learning motivation towards students' speaking skills. The research methodology is a descriptive survey and using a questionnaire as data collection. The number of the samples is three classes from two state vocational high schools. The result of the research shows that; 1). There is a significant effect of students' perception on learning technique and learning motivation jointly toward students' speaking skills. The score of Sig proves that 0,000 < 0,05 and F0 = 47.152. Both variables, student's perception of learning technique and learning motivation, had contributed 62.3 % to the student's speaking skill. 2). There is a significant effect of student's perception on learning technique toward the student's speaking skill. The score of Sig proves 0,000 < 0,05 and t0 = 4.555. 3). There is a significant effect of the learning motivation towards the student's speaking skills. It is proved by Sig. = 0,000 < 0,05 and t0 = 4,528. Having a good perception of learning techniques and high learning motivation will improve student's speaking skills better.Keywords: student's perception, learning technique, motivation, speaking skill.
{"title":"THE EFFECTS OF STUDENT'S PERCEPTION ON LEARNING TECHNIQUE AND LEARNING MOTIVATION ON STUDENTS' SPEAKING SKILLS","authors":"Okke Tri Wahyuni","doi":"10.30998/inference.v4i2.6096","DOIUrl":"https://doi.org/10.30998/inference.v4i2.6096","url":null,"abstract":"Abstract: This research aims to know the effect of students' perception on learning technique and learning motivation towards students' speaking skills. The research methodology is a descriptive survey and using a questionnaire as data collection. The number of the samples is three classes from two state vocational high schools. The result of the research shows that; 1). There is a significant effect of students' perception on learning technique and learning motivation jointly toward students' speaking skills. The score of Sig proves that 0,000 < 0,05 and F0 = 47.152. Both variables, student's perception of learning technique and learning motivation, had contributed 62.3 % to the student's speaking skill. 2). There is a significant effect of student's perception on learning technique toward the student's speaking skill. The score of Sig proves 0,000 < 0,05 and t0 = 4.555. 3). There is a significant effect of the learning motivation towards the student's speaking skills. It is proved by Sig. = 0,000 < 0,05 and t0 = 4,528. Having a good perception of learning techniques and high learning motivation will improve student's speaking skills better.Keywords: student's perception, learning technique, motivation, speaking skill.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125435108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.30998/inference.v4i2.6101
Mega Asriany Dewi
Abstract: This research aims to know the Effects of vocabulary and Learning Motivation on students’ writing skills in Narrative text. The population is 150 students. The sample is 84 students. The method is the survey method. Data collecting is taken through a test that consists of a multiplechoice test, questioner, and writing test. The research shows that: 1) there are significant effects of vocabulary mastery and Learning Motivation on students’ writing skills in narrative text. That is proved by Sig value 0,000 < 0,05 and Fo = 10,640; 2) there is a significant effect of vocabulary mastery towards students’ writing skills in narrative text. That is proved by Sig value 0,004 < 0,05 and to = 2,930. 3). There is a significant effect of Learning Motivation on students’ writing skills innarrative text. That is proved by Sig value 0,009< 0,05 and to = 2,678.Keywords: vocabulary mastery; learning motivation; writing skill; narrative text.
{"title":"THE EFFECT OF VOCABULARY MASTERY AND LEARNING MOTIVATION ON STUDENTS WRITING SKILLS IN NARRATIVE TEXTS","authors":"Mega Asriany Dewi","doi":"10.30998/inference.v4i2.6101","DOIUrl":"https://doi.org/10.30998/inference.v4i2.6101","url":null,"abstract":"Abstract: This research aims to know the Effects of vocabulary and Learning Motivation on students’ writing skills in Narrative text. The population is 150 students. The sample is 84 students. The method is the survey method. Data collecting is taken through a test that consists of a multiplechoice test, questioner, and writing test. The research shows that: 1) there are significant effects of vocabulary mastery and Learning Motivation on students’ writing skills in narrative text. That is proved by Sig value 0,000 < 0,05 and Fo = 10,640; 2) there is a significant effect of vocabulary mastery towards students’ writing skills in narrative text. That is proved by Sig value 0,004 < 0,05 and to = 2,930. 3). There is a significant effect of Learning Motivation on students’ writing skills innarrative text. That is proved by Sig value 0,009< 0,05 and to = 2,678.Keywords: vocabulary mastery; learning motivation; writing skill; narrative text.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133265279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.30998/inference.v4i2.6028
Trah Kusumaningrum, M. Lapasau
Abstract: The research aims to show that 1) there are any effects of reading interest and vocabulary mastery jointly towards students' reading comprehension, 2) there is a significant effect of reading interest towards students' reading comprehension, 3) there is a significant effect of vocabulary mastery towards students' reading comprehension. The research method is a survey with a simple random sampling for 61 students using a questionnaire used for data collection. The research results show that; 1) There are significant effects of reading interest and vocabulary mastery on students' reading comprehension. It is proved by the score of Sig 0,000 < 0,05 and F0 = 63,019. 2) There is a significant effect of reading interest on student's reading comprehension. It is proved by the score of Sig 0,011 < 0,05 and to = 2,614. 3) There is a significant effect of vocabulary mastery on student's reading comprehension. It is proven by the score of Sig 0,000 < 0,05 and to = 6,148.Keywords: reading interest, vocabulary mastery, reading comprehension
{"title":"THE EFFECTS OF READING INTEREST AND VOCABULARY MASTERY ON STUDENTS’ READING COMPREHENSION","authors":"Trah Kusumaningrum, M. Lapasau","doi":"10.30998/inference.v4i2.6028","DOIUrl":"https://doi.org/10.30998/inference.v4i2.6028","url":null,"abstract":"Abstract: The research aims to show that 1) there are any effects of reading interest and vocabulary mastery jointly towards students' reading comprehension, 2) there is a significant effect of reading interest towards students' reading comprehension, 3) there is a significant effect of vocabulary mastery towards students' reading comprehension. The research method is a survey with a simple random sampling for 61 students using a questionnaire used for data collection. The research results show that; 1) There are significant effects of reading interest and vocabulary mastery on students' reading comprehension. It is proved by the score of Sig 0,000 < 0,05 and F0 = 63,019. 2) There is a significant effect of reading interest on student's reading comprehension. It is proved by the score of Sig 0,011 < 0,05 and to = 2,614. 3) There is a significant effect of vocabulary mastery on student's reading comprehension. It is proven by the score of Sig 0,000 < 0,05 and to = 6,148.Keywords: reading interest, vocabulary mastery, reading comprehension","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122309445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.30998/inference.v4i2.6038
Eti Mulyawati
This research aims to know the effect of the CIRC technique and learning motivation on reading comprehension skills at State Senior High School in Pandeglang Regency. The research method which is conducted is an experimental study with two-way ANOVA. The samples were 30 students of SMAN 6 and 30 students of SMAN 8 taken by cluster. The technique of collecting data on each variable was acquired from the test. The data was analyzed by using a two-way analysis of variance (ANOVA 2x2). The research results show no interactive effects of teaching technique and learning motivation toward reading comprehension skill State Senior High School in Pandeglang Regency with the value of sig 0.01<0.05 and F0 =5.872.Keywords: teaching technique, learning motivation, and reading comprehension skill
{"title":"THE CIRC TECHNIQUE AND LEARNING MOTIVATION FOR IMPROVING STUDENTS’ READING COMPREHENSION SKILLS","authors":"Eti Mulyawati","doi":"10.30998/inference.v4i2.6038","DOIUrl":"https://doi.org/10.30998/inference.v4i2.6038","url":null,"abstract":"This research aims to know the effect of the CIRC technique and learning motivation on reading comprehension skills at State Senior High School in Pandeglang Regency. The research method which is conducted is an experimental study with two-way ANOVA. The samples were 30 students of SMAN 6 and 30 students of SMAN 8 taken by cluster. The technique of collecting data on each variable was acquired from the test. The data was analyzed by using a two-way analysis of variance (ANOVA 2x2). The research results show no interactive effects of teaching technique and learning motivation toward reading comprehension skill State Senior High School in Pandeglang Regency with the value of sig 0.01<0.05 and F0 =5.872.Keywords: teaching technique, learning motivation, and reading comprehension skill","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131292051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.30998/inference.v4i2.6026
Fathurrahman Fathurrahman
{"title":"PENGGUNAAN KATA KERJA SIMPLE PAST TENSE DAN ADJECTIVE DALAM PENULISAN TEKS RECOUNT","authors":"Fathurrahman Fathurrahman","doi":"10.30998/inference.v4i2.6026","DOIUrl":"https://doi.org/10.30998/inference.v4i2.6026","url":null,"abstract":"","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123626941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-20DOI: 10.30998/inference.v4i1.6020
Kartika Zakiah Darajat
Abstract: The research aims to understand the effects of simple present verb and vocabulary mastery on students' writing skills in the descriptive text at state vocational high schools in Tangerang Regency. The method used in this research is a survey method. The research shows: There are any significant effects of simple present verb mastery and vocabulary mastery jointly towards students' writing skill in descriptive Text at State Vocational High Schools in Tangerang Regency. It is proved by the result value Sig = 0,000 < 0,05 and F observed = 191,873. It can be concluded that the simple present verb variable and vocabulary significantly influence students' writing skills in the descriptive text at state vocational high schools in Tangerang Regency.Keywords: simple present verb mastery, vocabulary mastery, students' writing skill in descriptive text.
摘要:本研究旨在了解一般现在时动词和词汇掌握水平对坦格朗县公立职业高中学生描述性课文写作能力的影响。本研究采用的方法是调查法。研究表明:单纯现在时动词的掌握和词汇的掌握对橘子县国立职业高中学生描述性文本写作能力的共同影响显著。结果值Sig = 0000 < 0.05, F = 191873证明了这一点。本研究发现，一般现在时动词变量和词汇显著影响了坦格朗县国立职业高中学生在描述性文本中的写作技巧。关键词:一般现在时动词的掌握，词汇的掌握，学生描述性文本写作技巧。
{"title":"THE IMPLEMENTATION OF SIMPLE PRESENT VERB AND VOCABULARY MASTERY IN TEACHING WRITING DESCRIPTIVE TEXT","authors":"Kartika Zakiah Darajat","doi":"10.30998/inference.v4i1.6020","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6020","url":null,"abstract":"Abstract: The research aims to understand the effects of simple present verb and vocabulary mastery on students' writing skills in the descriptive text at state vocational high schools in Tangerang Regency. The method used in this research is a survey method. The research shows: There are any significant effects of simple present verb mastery and vocabulary mastery jointly towards students' writing skill in descriptive Text at State Vocational High Schools in Tangerang Regency. It is proved by the result value Sig = 0,000 < 0,05 and F observed = 191,873. It can be concluded that the simple present verb variable and vocabulary significantly influence students' writing skills in the descriptive text at state vocational high schools in Tangerang Regency.Keywords: simple present verb mastery, vocabulary mastery, students' writing skill in descriptive text.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130011150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-19DOI: 10.30998/inference.v3i1.6070
Meity Dhaliani Sastrawijaya
The purpose of the research is to find out the character and the moral values in the novel “To Kill a Mockingbird” by Harper Lee. This research is designed as qualitative research. The approach that the writer uses is qualitative. The data are collected by analyzing the data found in the novel. The analysis of the novel is undertaken on the dialogues. The result of the research is the form of character and moral values. 1) The character that emerges in the novel “To Kill a Mockingbird” is the protagonist, antagonist, and foil characters. The protagonist is 70 %, the antagonist is 18 %, and the foil character is 12 %. It means that the character who dominates in the novel is the protagonist. This novel's point is to lead the readers to appreciate others 2) There are seven moral values in the novel: respect, kindness, conscience, self-control, empathy, tolerance, and fairness. The moral value in the novel, respect gets 28 %, kindness is 10 %, conscience is 15%, self-control is 5 %, empathy is 15%, tolerance is 13%, and fairness is 15%. It means that moral values that dominate in the novel convey particularly to the readers is respect.
{"title":"THE CHARACTER AND MORAL VALUES IN “TO KILL A MOCKINGBIRD” BY HARPER LEE","authors":"Meity Dhaliani Sastrawijaya","doi":"10.30998/inference.v3i1.6070","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6070","url":null,"abstract":"The purpose of the research is to find out the character and the moral values in the novel “To Kill a Mockingbird” by Harper Lee. This research is designed as qualitative research. The approach that the writer uses is qualitative. The data are collected by analyzing the data found in the novel. The analysis of the novel is undertaken on the dialogues. The result of the research is the form of character and moral values. 1) The character that emerges in the novel “To Kill a Mockingbird” is the protagonist, antagonist, and foil characters. The protagonist is 70 %, the antagonist is 18 %, and the foil character is 12 %. It means that the character who dominates in the novel is the protagonist. This novel's point is to lead the readers to appreciate others 2) There are seven moral values in the novel: respect, kindness, conscience, self-control, empathy, tolerance, and fairness. The moral value in the novel, respect gets 28 %, kindness is 10 %, conscience is 15%, self-control is 5 %, empathy is 15%, tolerance is 13%, and fairness is 15%. It means that moral values that dominate in the novel convey particularly to the readers is respect.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124691630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-19DOI: 10.30998/inference.v3i1.6008
A. Sumardi, Mashadi Said
This research aims to analyze the adjective and adverbial clauses in “The Secret Garden” by Frances Hodgson Burnett. The method used in this research is a content analysis which is to describes the adjective clause and adverbial clause in the novel. Data are obtained, analyzed, and described based on the sentences in the novel. The relative pronoun's adjective shows the highest percentage of 130 or 86%, while relative adverbs show 22 or 14%. The adjective clause in relative pronouns shows the highest percentage caused by the complex sentences, mostly describing someone or things in most sentences in the novel. Meanwhile, adjective clause in time shows 154 or 63%, manner 46 or 19%, reason 35 or 14%, condition 6 or 2%, and concession 4 2%. Adverbial clause in time shows the highest percentage caused by most sentences tell about the time in almost every page.
{"title":"ADJECTIVE CLAUSES AND ADVERBIAL CLAUSES IN “THE SECRET GARDEN” BY FRANCES HODGSON BURNETT","authors":"A. Sumardi, Mashadi Said","doi":"10.30998/inference.v3i1.6008","DOIUrl":"https://doi.org/10.30998/inference.v3i1.6008","url":null,"abstract":"This research aims to analyze the adjective and adverbial clauses in “The Secret Garden” by Frances Hodgson Burnett. The method used in this research is a content analysis which is to describes the adjective clause and adverbial clause in the novel. Data are obtained, analyzed, and described based on the sentences in the novel. The relative pronoun's adjective shows the highest percentage of 130 or 86%, while relative adverbs show 22 or 14%. The adjective clause in relative pronouns shows the highest percentage caused by the complex sentences, mostly describing someone or things in most sentences in the novel. Meanwhile, adjective clause in time shows 154 or 63%, manner 46 or 19%, reason 35 or 14%, condition 6 or 2%, and concession 4 2%. Adverbial clause in time shows the highest percentage caused by most sentences tell about the time in almost every page. ","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133515466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-17DOI: 10.30998/inference.v4i1.6092
S. Siswanto
Abstract: Learning writing skills used the eleventh-grade students of SMK Tunas Harapan, Jelambar, Petamburan. In conducting this research, it is qualitative research using a survey method. Data were collected by population and sample observation, interview, a document study, data of the students. The research of evaluation of the active and passive sentences, the result of the students’ error are: the total error in using active sentences are 171 errors that consist of 34 errors or 19,88% error of misinformation, 92 errors or 53,88% error of omission, 43 errors or 25,14% error of addition, two errors or 1,66% error of misordering. The result of the students’ error are: the total error in using Passive sentences are 17 errors that consist of 5 errors or 29, 41% error of misinformation, six errors or 35,29% error of omission, six errors or 35,29% error of addition, 0 errors or 0% error of misordering, the process of teaching and learning Writing using Recount Text of the Active and Passive Sentences are effective and able to implement as an alternative way in teaching and learning processKeywords: active and passive sentences, students’ writing, recount text.
{"title":"THE USE OF ACTIVE AND PASSIVE SENTENCES ON STUDENTS’ WRITING RECOUNT TEXT","authors":"S. Siswanto","doi":"10.30998/inference.v4i1.6092","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6092","url":null,"abstract":"Abstract: Learning writing skills used the eleventh-grade students of SMK Tunas Harapan, Jelambar, Petamburan. In conducting this research, it is qualitative research using a survey method. Data were collected by population and sample observation, interview, a document study, data of the students. The research of evaluation of the active and passive sentences, the result of the students’ error are: the total error in using active sentences are 171 errors that consist of 34 errors or 19,88% error of misinformation, 92 errors or 53,88% error of omission, 43 errors or 25,14% error of addition, two errors or 1,66% error of misordering. The result of the students’ error are: the total error in using Passive sentences are 17 errors that consist of 5 errors or 29, 41% error of misinformation, six errors or 35,29% error of omission, six errors or 35,29% error of addition, 0 errors or 0% error of misordering, the process of teaching and learning Writing using Recount Text of the Active and Passive Sentences are effective and able to implement as an alternative way in teaching and learning processKeywords: active and passive sentences, students’ writing, recount text.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126844586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-10DOI: 10.30998/inference.v4i1.6037
Verianus Da Silva Wadu, S. Supeno
This research aims to get empirical data and analyze the effects of reading interest and vocabulary mastery on students’ writing skills at State Vocational High Schools in Tangerang City, Banten. This research was designed and calculated using quantitative calculation. The research findings indicated: (1) There are significant effects of reading interest and vocabulary mastery towards students’ writing skills. It is proved by Sig is 0,000 < 0,05 and the value of F0 is 47,110. (2) There is a significant effect of reading interest on students’ writing skills. It is proved by the Sig is 0,044 < 0,05 and the value To is 2,078. (3) There is no significant effect of vocabulary mastery on students writing skills. The Sig proves it is 0,142 >0,05, and the value of To is 1,603. Due to the result, it can be inferred that there was a significant effect of students’ reading interest and vocabulary mastery towards students’ writing skills. The students' higher writing skill is influenced by the vast amount of vocabulary mastery and other influential factors such as a high reading interest.
{"title":"THE EFFECTS OF READING INTEREST AND VOCABULARY MASTERY TOWARDS WRITING SKILL IN DESCRIPTIVE TEXT","authors":"Verianus Da Silva Wadu, S. Supeno","doi":"10.30998/inference.v4i1.6037","DOIUrl":"https://doi.org/10.30998/inference.v4i1.6037","url":null,"abstract":"This research aims to get empirical data and analyze the effects of reading interest and vocabulary mastery on students’ writing skills at State Vocational High Schools in Tangerang City, Banten. This research was designed and calculated using quantitative calculation. The research findings indicated: (1) There are significant effects of reading interest and vocabulary mastery towards students’ writing skills. It is proved by Sig is 0,000 < 0,05 and the value of F0 is 47,110. (2) There is a significant effect of reading interest on students’ writing skills. It is proved by the Sig is 0,044 < 0,05 and the value To is 2,078. (3) There is no significant effect of vocabulary mastery on students writing skills. The Sig proves it is 0,142 >0,05, and the value of To is 1,603. Due to the result, it can be inferred that there was a significant effect of students’ reading interest and vocabulary mastery towards students’ writing skills. The students' higher writing skill is influenced by the vast amount of vocabulary mastery and other influential factors such as a high reading interest.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125612002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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