THE CORRELATION BETWEEN THE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT AND THEIR INFORMATIVE SPEAKING ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS AT MTSN 1 BLITAR

ENGGAR LARASATI, 126203212136 and ANINDITA BADIANTI, 198904302025212007 (2025) THE CORRELATION BETWEEN THE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT AND THEIR INFORMATIVE SPEAKING ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS AT MTSN 1 BLITAR. [ Skripsi ]

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Abstract

The thesis entitled “The Correlation between the Students’ Ability in Writing Procedure Text and Their Informative Speaking Achievement of the Seventh Grade Students at MTsN 1 Blitar” was written by Enggar Larasati, NIM 126203212136, English Education Department, Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Supervised by Anindita Badianti, M.Pd. Keywords: Writing Ability, Procedure Text, Informative Speaking Speaking skills are essential for students to express ideas clearly, but many junior high school students struggle with informative speaking due to anxiety and lack of practice. Writing procedure texts can support speaking because both require logical sequencing and clear structure. Procedure texts, which consist of goals, materials, and steps, help students organize ideas systematically. Previous studies showed a link between writing and speaking, but few focused on procedure texts in EFL junior high school contexts. Therefore, this study aims to examine the correlation between students’ ability in writing procedure texts and their informative speaking achievement. This study employed a quantitative correlational design to analyze the relationship between writing and speaking skills. The population included all seventh-grade students of MTsN 1 Blitar in the 2024/2025 academic year, and 67 students were purposively selected as the sample. Data were collected using two instruments: a writing test on procedure texts and a speaking test on informative speech. The validity of the tests was confirmed through content and construct validity, and reliability was ensured using Cronbach’s Alpha, yielding satisfactory results above 0.78. The collected data were analyzed statistically using Spearman’s Rho correlation with SPSS 25.0 at a significance level of 0.05. The results showed that students demonstrated high achievement in both writing and speaking tests. The average score for writing procedure texts was 19.07, while the speaking test had an average of 17.43, with most students in the “very high” and “excellent” categories. The statistical analysis revealed a correlation coefficient of 0.659, indicating a strong positive relationship between the two skills. The p-value of 0.000 confirmed that the correlation was statistically significant. Students who wrote better-structured procedure texts were more likely to deliver clearer and more fluent informative speeches. The study confirms that writing and speaking skills are interconnected, especially in procedure contexts. Writing serves as a cognitive rehearsal that prepares students for organized and fluent speaking. Teachers should integrate writing and speaking tasks to enhance students’ overall communicative competence. Future research is suggested to explore other genres and educational levels for broader insight.

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