THE CORRELATION BETWEEN THE ELEVENTH-GRADE STUDENTS’ MASTERY OF THE SIMPLE PRESENT TENSE AND THEIR ABILITY TO WRITE HORTATORY EXPOSITION TEXT AT SMA NEGERI 11 PALEMBANG

SAFIRA, AISYAH CICHA (2026) THE CORRELATION BETWEEN THE ELEVENTH-GRADE STUDENTS’ MASTERY OF THE SIMPLE PRESENT TENSE AND THEIR ABILITY TO WRITE HORTATORY EXPOSITION TEXT AT SMA NEGERI 11 PALEMBANG. S-1 thesis, 021008 UNIVERSITAS TRIDINANTI.

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Abstract

This study examined the relationship between students‟ grammar mastery and writing ability and assessed its contribution to writing performance among eleventh-grade students at SMA Negeri 11 Palembang. A quantitative correlational design was used. The population comprised 357 eleventh-grade students in the 2026/2027 academic year. Through purposive sampling, 72 students from classes XI.9 and XI.10 were selected. Data were collected using a grammar test focusing on the Simple Present Tense and a writing test requiring a hortatory exposition text. Analyses included descriptive statistics, the Kolmogorov–Smirnov normality test, linearity analysis, Pearson Product–Moment correlation, and simple linear regression using SPSS Version 24. Mean scores for grammar mastery and writing ability were 72.57 and 70.38, respectively. The correlation was negligible, positive, and statistically non-significant (r = .016, p = .897); therefore, the null hypothesis was not rejected. Regression analysis yielded R² = .000 as rounded in the output, indicating virtually no explained variance in writing ability. Mastery of the Simple Present Tense was not significantly associated with students‟ performance in writing hortatory exposition texts and provided virtually no statistical explanation of score differences. This finding should be interpreted within the study‟s scope: grammar mastery was measured through one grammatical feature, whereas writing ability involved multiple competencies. Students‟ writing performance may therefore reflect additional linguistic, organizational, and rhetorical factors not measured by the grammar test. The findings suggest that writing instruction and assessment should treat writing as a multidimensional skill rather than infer overall ability from mastery of a single tense. Keywords: grammar mastery, simple present tense, writing ability, hortatory exposition, correlation

Item Type:	Thesis (S-1)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Fakultas FKIP > S1 Pendidikan Bahasa Inggris
Depositing User:	Ny AISYAH CICHA SAFIRA
Date Deposited:	15 Oct 2026 05:58
Last Modified:	15 Oct 2026 05:58
URI:	http://repository.univ-tridinanti.ac.id/id/eprint/11598

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