The Influence of Perceptions of Learning Media and Vocabulary Mastery on Recount Text Writing Skills

Abstract

This study aims to examine the influence of perceptions of learning media and vocabulary mastery on students’ recount text writing skills. The study employed a survey method with a quantitative approach. The population consisted of tenth-grade students of public senior high schools in Bogor Regency, with 90 students selected through simple random sampling. Data were collected using a Likert-scale questionnaire to measure perceptions of learning media, a multiple-choice test to assess vocabulary mastery, and a writing performance test to measure recount text writing skills. Data were analyzed using multiple linear regression. The results showed a significant simultaneous influence of perceptions of learning media and vocabulary mastery on recount text writing skills (Sig. = 0.001 < 0.05; F = 24.236). Perceptions of learning media also had a significant influence (Sig. = 0.004 < 0.05; t = 2.963), as did vocabulary mastery (Sig. = 0.001 < 0.05; t = 5.532). Thus, both variables significantly contribute to improving students’ writing skills.