The Effect of Vocabulary Mastery and Reading Habits on the Recount Text Writing Skills of Eighth Grade Students at Public Junior High Schools in South Tangerang City

Abstract

This study investigates the effect of vocabulary mastery and reading habits on recount text writing skills of eighth-grade students at public junior high schools in South Tangerang City. Using a quantitative approach with survey method, this research involved 86 students selected through proportionate cluster random sampling from two public junior high schools. Data were collected using essay tests for recount text writing skills, multiple choice tests for vocabulary mastery, and Likert scale questionnaires for reading habits. The analysis employed multiple linear regression to examine the relationship between variables. Results indicate that vocabulary mastery and reading habits simultaneously have a significant effect on recount text writing skills (F = 56.912, sig = 0.000 < 0.05) with R² = 0.578, meaning 57.8% of the variance in writing skills can be explained by these two variables. Partially, vocabulary mastery shows significant influence (t = 3.276, sig = 0.002 < 0.05) contributing 36.15%, while reading habits also demonstrate significant impact (t = 2.023, sig = 0.046 < 0.05) contributing 21.64%. The regression equation Y = 14.106 + 0.469X₁ + 0.340X₂ suggests that improving vocabulary mastery and reading habits can enhance students' recount text writing abilities.