The Effects of Simple Present Tense and Vocabulary Mastery on Students’ Writing Descriptive Text

Abstract

The purpose of this study is to analyze and determine the influence of simple present tense and vocabulary mastery on students' descriptive text writing. The method used in this study is the survey method. By means of random sampling, the researcher determined the sample of this study as many as 84 students. Data collection with instruments: tests, data analysis with descriptive statistics such as finding the mean, median, mode, standard deviation, and predictive statistics, especially finding the correlation coefficient with the t-test. The researcher conducted direct tests on both classes for almost a month in addition to this research process. The study was conducted from March to May. The results show: 1) There is a significant influence of simple present tense mastery and collective understanding on students' descriptive text writing. This is indicated by acquisition Sig. = 0.000 <0.05 and Fcount 81.589. Simple present tense mastery and understanding complete 66.8% of students' time in writing descriptive text. 2) There is a significant influence of simple present tense mastery on students' descriptive text writing. This is indicated by acquisition Sig. = 0.000 <0.05 and tcount = 7.242. The contribution of simple present tense mastery to students' descriptive text writing is 0.058 × 0.756 × 100% = 43.8%. 3) There is a significant influence of understanding mastery on students' descriptive text writing. This is indicated by acquisition Sig. = 0.000 < 0.05 and tcount 4.855. The contribution of mastery of understanding to writing recount texts of students is 0.058 × 0.653 × 100% = 37.8%.