Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022)

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University EFL Students’ Grammar Mastery and Their Writing Ability: A Quantitative Study

Authors
Sri Rejeki Murtiningsih1, *, Sonia Kurniawati1, Anisa Wahyu Dwi Putri1
1Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia
*Corresponding author. Email: jackie.murt@umy.ac.id
Corresponding Author
Sri Rejeki Murtiningsih
Available Online 24 December 2022.
DOI
10.2991/978-2-494069-65-7_21How to use a DOI?
Keywords
correlation; EFL students; grammar mastery; university context; writing ability
Abstract

Grammar is one of the language components that plays a vital role in performing good writing. However, problems occur when students produce a piece of writing. This study aimed to look into students’ grammar mastery, discover the students’ writing ability, and investigate the correlation between students’ grammar mastery and students’ writing ability. This study used a quantitative and correlational design to determine the correlation between two variables. The data were collected from 57 students from two classes from English Language Education Department students batch 2020 at a private university in Yogyakarta. The data were collected through documents of students’ grades in Capita Selecta on Grammar and Academic Reading and Writing class. The first finding showed that the mean score was 79, indicating that the students’ grammar mastery in this study was categorized into an advanced level. Moreover, the second finding showed that the mean score was 86 means the students’ writing ability also was categorized as a very good level. The last finding showed that the significant value was 0.690 (p = 0.690 > 0.05), which means there is no significant correlation between students’ grammar mastery and writing ability.

Copyright
© 2022 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
24 December 2022
ISBN
978-2-494069-65-7
ISSN
2352-5398
DOI
10.2991/978-2-494069-65-7_21How to use a DOI?
Copyright
© 2022 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Sri Rejeki Murtiningsih
AU  - Sonia Kurniawati
AU  - Anisa Wahyu Dwi Putri
PY  - 2022
DA  - 2022/12/24
TI  - University EFL Students’ Grammar Mastery and Their Writing Ability: A Quantitative Study
BT  - Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022)
PB  - Atlantis Press
SP  - 226
EP  - 236
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-65-7_21
DO  - 10.2991/978-2-494069-65-7_21
ID  - Murtiningsih2022
ER  -