THE CORRELATION BETWEEN VOCABULARY MASTERY AND WRITING DESCRIPTIVE TEXTS OF GRADE X STUDENTS OF SMAN 2 DUMAI

Abstract

This study investigates the correlation between vocabulary mastery and the ability to write descriptive texts among Grade X students at SMAN 2 
Dumai. The research aims to determine the extent of students’ vocabulary knowledge, their proficiency in writing descriptive texts, and whether a 
significant relationship exists between the two variables. Employing a quantitative correlational research design, data were collected from 37 
students selected through cluster random sampling. Two instruments were used: a multiple-choice vocabulary test and a descriptive text writing test. 
The results showed that students’ vocabulary mastery was generally at a sufficient level (M = 62.11, SD = 11.96), while their writing ability was 
slightly higher (M = 68.79, SD = 7.47). Statistical analysis using Spearman’s rho revealed a moderate positive correlation (r = 0.543, p = 0.001) 
between vocabulary mastery and writing ability. Furthermore, the coefficient of determination (R² = 0.294) indicates that vocabulary mastery 
accounted for 29.4% of the variance in students’ writing scores. These findings highlight the importance of vocabulary in developing writing skills, especially in producing descriptive texts. However, they also suggest that writing performance is influenced by multiple factors beyond vocabulary 
alone, such as grammar, fluency, and organization. This research contributes to the development of English language teaching by emphasizing the integration of vocabulary instruction within broader writing pedagogy.