The Effects of Simple Present Verb and Vocabulary Mastery towards Students’ Writing Skills in Procedure Text

Donna Mohfini Silalahi, Gustaman Saragih, Hanna Sundari

Abstract


This study investigates the influence of simple present verb and vocabulary mastery on students’ ability to write procedural texts. Employing a survey method with random sampling, 84 vocational high school students participated. Data were collected through tests and analyzed using descriptive statistics (mean, median, mode, and standard deviation) and inferential statistics (correlation coefficient and t-test). The findings indicate that mastery of the simple present tense and vocabulary together significantly affect students’ procedural text writing (Sig. = 0.000 < 0.05; F = 14.077), contributing 14.4% of the variance. Individually, mastery of the simple present tense significantly influences writing skills (Sig. = 0.036 < 0.05; t = 2.135), with a 14.4% contribution, while vocabulary mastery has a stronger impact (Sig. = 0.000 < 0.05; t = 4.519), contributing 26.6%. These results highlight the essential role of grammar and vocabulary in enhancing students’ writing performance.


Keywords


Simple Present Verb; Vocabullary Mastery, Writing skill: Procedural Text

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References


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DOI: https://doi.org/10.30998/senndika.v2i2.8934

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