THE RELATIONSHIP BETWEEN STUDENTS’ GRAMMAR MASTERY AND RECOUNT TEXT WRITING ABILITY
Keywords:
Grammar Mastery, Writing Ability, Recount TextAbstract
Grammar often assumed to have strong contribution in writing skill, since it bound the language structure to create a good sentence. However, the correlation between grammar mastery and writing ability was varied started from strong, moderate, and no significant relationship existed. Therefore, it was needed to re-examine the relationship between those variables, especially in recount text writing context. This study aimed to investigate the students’ grammar mastery, their recount text writing ability, and the relationship between grammar mastery and recount text writing ability of 8th grade junior high school students by conducting a correlational-study. The sample was 79 students taken from purposive sampling, and consisted of three classes. The grammar test as a tool to measure grammar mastery and writing rubric as a tool to assess the students’ existed writing were involved as the main instrument in this study. The result showed that the grammar mastery of the students was in average level (41.62), their recount text writing ability was in good level (73.17), and there was no significant relationship (p= 0.754, > 0.05) between the students’ grammar mastery and their recount text writing ability. This study found new information which grammar did not dominantly contribute in the students’ recount text writing, suggesting the other aspect of writing such as organization, content, mechanics may contribute more than grammar only.
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