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Nowadays, the process of teaching and learning to write was conducted
unsuccessfully for several reasons. Some of them hampered on students’ language
competence such as content, vocabulary, grammar, etc; however, only a few
research studies investigated how the students’ ways to plan, react, and solve
problem faced in their learning. Therefore, the writer was interested to prove her
hypothesis and conduct a correlation study in order to investigate whether
vocabulary mastery and reflectivity jointly together influence writing skill. The
research was conducted at SMAN 10 Tangerang. The method of the research was
a correlational study. The writer used a probability random sampling. 73 students
out of 297 students of the eleventh grade in academic year 2016/2017 were
chosen. Three are types of research instruments were used to collect the data.
They were writing test, multiple-choice tests and questionnaire. Then the data
were analyzed by multiple correlations and multiple regressions. Based on the
results of the data analysis, there are three conclusions drawn: first, the influence
of vocabulary mastery, reflectivity and writing skill are positive and strong as
supported by multiple correlation coefficient R is 0.894. Second, the influence of
vocabulary mastery and writing skill is positive and significant as supported by
tstatistic 4.287 that is higher than tcritical 2.000. Third, influence of reflectivity and writing skill is positive and significant as supported by tstatistic 10.09 that is higher than tcritical 2.000.
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