An Analysis of Vocabulary on Writing Skill of Fourth and Fifth Grade Students at Minhajul Haq, Purwakarta

Salma Salsabila; Heru Purnomo

doi:10.55606/jupensi.v6i1.7118

Authors

Salma Salsabila IKIP Widya Darma Surabaya
Heru Purnomo IKIP Widya Darma Surabaya

DOI:

https://doi.org/10.55606/jupensi.v6i1.7118

Keywords:

Elementary School, Quantitave Research, Vocabulary Mastery, Writing Ability, Writing Skill

Abstract

The importance of English proficiency in the era of global integration encourages elementary education institutions to strengthen students’ basic language skills, particularly vocabulary and writing. Vocabulary mastery plays a fundamental role in language learning, as it supports students in understanding, constructing, and expressing ideas effectively in written form. However, limited vocabulary among elementary students often leads to difficulties in writing simple sentences and communicating ideas clearly. Previous studies have shown inconsistent results regarding the extent to which vocabulary mastery influences writing skills, especially at the primary school level; therefore, further investigation is needed. This study aims to examine the effect of vocabulary mastery on English writing skills among fourth- and fifth-grade students at MI Minhajul Haq, Purwakarta. A quantitative correlational approach was employed, with data collected from 35 students using vocabulary tests and writing tasks. The analysis was conducted through validity and reliability testing, classical assumption tests, and simple linear regression. The results indicate that vocabulary mastery has a positive and significant effect on writing skills, with a significance value of 0.001 and a regression coefficient of 0.764. Furthermore, vocabulary mastery contributes 54.4% to writing skill, highlighting its crucial role in improving students’ writing performance and supporting effective English learning at the elementary level.

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