The Effect of Grammar and Vocabulary Mastery on Procedural Text Writing Skills

Abstract

This study examines the influence of grammar and vocabulary mastery on procedural text writing skills among junior high school students in South Tangerang. The research employed a quantitative correlational survey design with multiple regression analysis involving 86 eighth-grade students from SMP Negeri 8 and SMP Negeri 13 South Tangerang, selected through simple random sampling. Three validated instruments were used: a multiple-choice test for grammar mastery (35 items), a multiple-choice test for vocabulary mastery (35 items), and a writing test for procedural text skills. Data analysis revealed that grammar and vocabulary mastery simultaneously significantly influence procedural text writing skills (F = 5.806, p = 0.004 < 0.05) with a coefficient of determination (R²) of 0.623, indicating that 62.3% of the variance in writing skills can be explained by these variables. Partial analysis showed grammar mastery significantly affects writing skills (t = 2.185, p = 0.032 < 0.05) with a standardized beta coefficient of 0.232, while vocabulary mastery also demonstrates significant influence (t = 1.999, p = 0.049 < 0.05) with a standardized beta coefficient of 0.212. The findings suggest that both linguistic competencies serve as fundamental foundations for developing effective procedural text writing skills, providing empirical support for integrated grammar and vocabulary instruction in English language learning curricula.