Effects of Vocabulary and Past Tense Mastery on EFL Students’ Recount Writing Skill
Abstract
This study investigates the effects of vocabulary and past tense mastery on EFL students’ recount text writing skills. The research involved 125 eighth-grade students, representing 22% of the total population of 602 learners from private junior high schools in North Jakarta. Using a quantitative method with multiple correlation analysis, two independent variables—vocabulary mastery and past tense mastery—were examined in relation to one dependent variable, writing skill. The results revealed a positive and significant combined influence of vocabulary and past tense mastery on recount text writing skills (Sig. = 0.000 < 0.05; F = 64.302 > 3.07), with a multiple correlation coefficient of 0.716 and a contribution of 51.3%. Vocabulary mastery had the strongest individual effect (t = 9.016; 45.12% contribution), while past tense mastery contributed 6.21%. These findings suggest that strengthening both linguistic competencies enhances students’ ability to construct effective recount texts.
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DOI: https://doi.org/10.30998/senndika.v2i2.8913
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