THE EFFECTS OF GRAMMAR MASTERY AND LEARNING MOTIVATION TOWARDS ENGLISH DESCRIPTIVE WRITING SKILL
This study is survey research and aims to find and analyze empirically the effects of grammar mastery and learning motivation towards student’s skill in English descriptive writing. The observed population of this research is 60 students from Private University in East Jakarta. The sample was gained through simple random sampling, which means that the researcher mixed the subjects in the population so that they will be considered the same. This research has 3 variables which are divided into 2 independent variables (grammar mastery and learning motivation) and 1 dependent variable (student’s skill in English descriptive writing). The collection of the data is done by objective test, preferential test and written test for both independent and dependent variables. The gained data were then analyzed using the correlation technique and multiple regressions. Previously, the prerequisite tests before examining the regression test must be accomplished, such as the normality test and linearity test. The result of this research is: There are effects of grammar mastery and learning motivation both partially and collectively towards student’s skill in English descriptive writing which means that the student’s English skill in descriptive writing is strongly influenced by grammar mastery and learning motivation of his/her own.
Noprianto, E. (2017). Student ’ s Descriptive Text Writing in SFL Perspectives. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics ), 2(1), 65–81.
Richards, J. C., & Reppen, R. (2014). Towards a Pedagogy of Grammar Instruction. RELC Journal, 45(1), 525. https://doi.org/10.1177/0033688214522622
Sadiku, P. C. L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature Studies, 1(1), 29–31.
Tuan, L. T. (2010). Enhancing EFL Learners ’ Writing Skill via Journal Writing. English Language Teaching, 3(3), 81–88.
Abstract viewed = 884 times
PDF downloaded = 439 times