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The objective of this research is find out the significant relationship
between (1) linguistic intelligence, vocabulary mastery and writing ability; (2)
linguistic intelligence and writing ability controlling for vocabulary mastery; (3)
vocabulary mastery and writing ability controlling for linguistic intelligence.
This research was conducted at SMAN 2 Tangerang from March to
November 2013. By using two stages sampling technique, 60 students from 240
students of the eleventh grade academic year 2013/2014 were chosen. The method
of the research was correlational study.
There are three instruments in the research; linguistic intelligence
questionnaire, vocabulary test and narrative writing test. The students’ score of
these tests were analyzed by multiple correlation and multiple regression.
Based on the results of data analysis, three conclusions were drawn: first,
the combination of linguistic intelligence (X1) and vocabulary mastery (X2) are
jointly related to writing ability (Y). It was supported by R = 0.991 and F =
1458.101 and proved by the significance test = 0.000. Second, there is significant
positive relationship between linguistic intelligence (X1) and writing ability (Y). It
was supported by partial correlation of ryx1 is 0.979 in the level of significance
0.000. Third, there is a significant positive relationship between the vocabulary
mastery (X2) and writing ability (Y) supported by partial correlation ryx2 is 0.990
in the level of significance 0.000.
Briefly, this research found that linguistic intelligence (X1), vocabulary
mastery (X2) contributed to writing ability (Y). In other words, the better
linguistic intelligence the students have and the more vocabulary mastery, the
higher their writing ability will be. Hence, the writer suggests that the English
teachers encourage and build up the students’ linguistic intelligence and
vocabulary mastery to maintain the students’ writing ability.
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