Email this article 
The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills
Abstract
The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.
Keywords
Full Text:
PDFReferences
Adams, M. J. (1990). Beginning to read: Thinking and learning about print.
Cambridge, MA: MIT Press. Anderson-Yockel, J., & Haynes, W. (1994). Joint pic-ture-book reading strategies in working-class
African American and white mother–toddler dyads. Journal of
Speech, Language, and Hearing Research, 37, 583–593.
Baugh, J. (2001). Coming full circle: Some circum- stances pertaining
to low literacy achievement among African Americans. In J. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African American communities (pp. 277–288). Hillsdale, NJ: Erlbaum. Bloom, L., & Lahey, M. (1978). Language development and language disorders. New York: Wiley.
Bloome, D., Champion, T., Katz, L., Morton, M. B., & Muldrow, R. (2001).
Spoken and written narrative development: African American preschoolers as sto- rytellers and storymakers. In J. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African American communities (pp. 45–76). Hillsdale, NJ: Erlbaum.
Brown, I. S., & Felton, R. H. (1990). Effects oinstruc- tion on beginning reading skills in children at risk for reading disability. Reading and Writing, 2,223–241.
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
Bus, A. G., van IJzendoorn, M. H., & Pelligrini, A. D. (1995).
Joint book reading makes for success in learning to read: A meta-analysis on intergenera- tional transmission of literacy. Review of Education- al Research, 65, 1–21
Cecil, N. L. (1988). Black dialect and academic suc- cess: A study of teacher expectations. Reading Im- provement, 25, 34–38.
Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31–43.
Dunn, L., & Dunn, L. (1981). Peabody Picture Vocab- ulary Test—Revised. Circle Pines, MN: American Guidance Service.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55.
Gemake, J. S. (1981). Interference of certain dialect ele- ments with reading comprehension for third graders. Reading Improvement, 18, 183–189.
Grigg, W. S., Daane, M. C., Jin, Y., & Campbell, J. R. (2003). The nation’s report card: Reading 2002 (NCES 2003-521). Washington, DC: U.S. Depart- ment of Education, Institute of Education Sciences, National Center for Education Statistics.
Harber, J. R. (1977). Influence of presentation dialect and orthographic form on reading performance of black, inner-city children. Educational Research Quarterly, 2(2), 9–16.
Heath, S. B. (1983). Ways with words. Cambridge, UK: Cambridge University Press.
Markham, L. (1984). De dog and de cat: Assisting speakers of Black English as they begin to write. Young Children, 39(4), 15–24.
Melmed, P. J. (1973). Black English phonology: The question of reading interference. In J. L. Laffey & R. W. Shuy (Eds.), Language differences: Do they inter- fere? (pp. 70–85). Newark, DE: International Read- ing Association.
Pike, K. (1967). Language in relation to a unified theo- ry of the structure of human behavior. The Hague: Mouton.
Sameroff, A. J., Seifer, R., Barocas, R., Zax, M., & Greenspan, S. (1987). Intelligence quotient scores of
-year-old children: Social environmental risk fac- tors. Pediatrics, 79, 343–350.
Simons, H. D., & Johnson, K. R. (1973). Black English syntax and reading interference. Research in the Teaching of English, 8, 339–358.
Snow, C., Burns, S., & Griffin, M. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Stockman, I. J. (1996). Phonological development and disorders in African American children. In A. G. Kamhi, K. E. Pollock, & J. L. Harris (Eds.), Com- munication development and disorders in African American children (pp. 117–153). Baltimore: Brookes.
Thompson, C. A. (2003). The oral vocabulary abilities of skilled and unskilled African American readers. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
Washington, J. A., & Craig, H. K. (1992). Perfor- mances of low-income, African American preschool and kindergarten children on the Peabody Picture Vocabulary Tests—Revised. Language, Speech, and Hearing Services in Schools, 23, 329–333.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A.,
& Fischel, J. E. (1994). Out- comes of emergent literacy intervention in Head Start. Journal of Educational Psychology
and noun morphology in the spoken and written language of children with language learning disabili- ties. Journal of Speech, Language, and Hearing Re- search, 43, 1322–1336.
Woodcock, R. W. (1987). Woodcock Reading Mastery Tests—Revised. Circle Pines, MN: American Guid- ance Service.
DOI: https://doi.org/10.18326/rgt.v10i1.1-11
Refbacks
- There are currently no refbacks.
Copyright (c) 2017
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.