The Effect Perception of Differentiated Instruction and Vocabulary Mastery on Recount Text Writing Skill

Abstract

This study aims to investigate the influence of students’ perceptions of differentiated instruction and vocabulary mastery on their ability to write recount texts among junior high school students in Bogor Regency. The research employed a survey method with the accessible population consisting of eighth-grade students of SMP Negeri 1 Rumpin and SMP Negeri 1 Ciseeng. The sample comprised 88 students. Data were collected through questionnaires, a vocabulary mastery test, and a recount text writing test. The data were analyzed using correlation and multiple regression techniques.The findings indicate that: (1) students’ perceptions of differentiated instruction and vocabulary mastery simultaneously have a significant influence on recount text writing skills (Sig = 0.00 < 0.05; F = 94.343); (2) students’ perceptions of differentiated instruction significantly affect writing skills (Sig = 0.034 < 0.05; t = 2.151); and (3) vocabulary mastery also significantly influences writing skills (Sig = 0.044 < 0.05; t = 2.042).