PENGARUH PERSEPSI ATAS MODEL PEMBELAJARAN DAN PENGUASAAN KOSAKATA TERHADAP KETERAMPILAN MENULIS TEKS NARASI (Survei pada Siswa SMA Swasta di Kabupaten Karawang)

Abstract

This study examines the influence of students’ perceptions of instructional models and vocabulary mastery on their narrative writing skills. The focus of the research among is on private senior high school students in Karawang Regency, Indonesia. The research is grounded in the fact that students’ proficiency in narrative writing remains relatively low and varied, while  instructional approaches used by teachers and student vocabulary mastrey are crucial factors in enchancing writing ability. A quantitative descriptive method with a survey approach was employed. The sample consited of 83 respondents selected through stratified random sampling from several private schools.  The instruments consicted of a questionnaire to measure students’ perceptions of instructional models, as well as and objective tests to assess vocabulary mastery and narrative writing skills. Data were  analyzed using multiple regression. The results showed that both individually and simultaneously, perceptions of learning models and vocabulary mastery had a positive and significant effect on narrative writing skills. (1) There is a significant effect of students’ perceptions of learning models and vocabulary mastery together on narrative writing skills of private high school students in Karawang Regency, as evidenced by Sig = 0.000 < 0.05 and F-value = 58.347. (2) There is a significant effect of students’ perceptions of learning models on narrative writing skills, as evidenced by Sig = 0.005 < 0.05 and t-value = 2.901. (3) There is a significant effect of vocabulary mastery on narrative writing skills, as evidenced by Sig = 0.000 < 0.05 and t-value = 4.614.