THE CORRELATION BETWEEN WRITING MOTIVATION AND WRITING ACHIEVEMENT ON RECOUNT TEXT OF 8TH GRADE STUDENTS AT MTS. SUNAN KALIJOGO KRANDING MOJO KEDIRI

MUHAMMAD DAFFA 'AL GHIFARI, 126203211048 (2025) THE CORRELATION BETWEEN WRITING MOTIVATION AND WRITING ACHIEVEMENT ON RECOUNT TEXT OF 8TH GRADE STUDENTS AT MTS. SUNAN KALIJOGO KRANDING MOJO KEDIRI. [ Skripsi ]

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Abstract

Writing is an essential skill in learning English, especially in recount texts, which require the ability to organize ideas in a coherent and logical manner. However, students' writing ability is still influenced by various factors, one of which is writing motivation. The research problem in this study is whether there is a significant relationship between writing motivation and the writing achievement of recount texts among eighth-grade students at MTs. Sunan Kalijogo Kranding Mojo Kediri. The objective of this study is to determine the correlation between writing motivation and students’ ability in composing recount texts. This research employs a quantitative approach with a correlational design. The sample consists of 35 eighth-grade students selected randomly from 435 students’ population. The data collection instruments include a questionnaire to measure writing motivation and a writing test to assess students’ writing achievement. Data analysis was conducted using Spearman's rank correlation formula with the help of SPSS version 27. The results of the study show a significant relationship between writing motivation and students' writing achievement, indicating that students with high motivation tend to achieve better writing results. Based on the analysis, it can be concluded that there is a positive correlation between writing motivation and recount text writing achievement. Which mean that student whit higher writing motivation tend to have better writing achievement. Therefore, it is recommended that teachers pay more attention to the motivational aspect in writing instruction. Implementing engaging learning strategies and providing constructive feedback can be effective steps to enhance students’ motivation and learning outcomes in writing, especially in recount texts.

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