The Relationship Between Reading Interest and Figurative Language Mastery With Short Story Writing Skills

Abstract

This study aims to (1) prove a significant relationship between short story writing skills and reading interest. (2) proves a significant relationship between short story writing skills and mastery of figurative language. This type of research is quantitative research and the research design used is an expost facto correlational design. The data of this research are numerical data/nominal scores of interest in reading, mastery of figurative language and short story writing skills. Data collection techniques, namely questionnaire data to collect information on reading interest, multiple choice test data, and data on the assignment of writing short stories. The data analysis technique uses statistics that aim to determine the relationship between variables. The results obtained indicate that the results of the questionnaire analysis of students' reading interest get the category level with the highest frequency, which is in the high category. The results of the analysis of students' mastery of figurative language got the category level with the highest frequency, which was in the medium category. The results of the analysis of students' short story writing skills got the category level with the highest frequency, which was in the high category. There is a significant relationship between the variable of reading interest and short story writing skills with a significance value of 0.002 with a correlation coefficient of 0.437, therefore the value of sig. <0.05 indicates a moderate positive relationship between reading interest and short story writing skills. There is a significant relationship between the variable mastery of figurative language and short story writing skills with a significance value of 0.002 with a correlation coefficient of 0.437, therefore the value of sig. <0.05 indicates a moderate positive relationship between mastery of figurative language and short story writing skills

The RADEC Learning Model Improves Explanatory Text Writing Skill in Elementary Schools

“…Interest in reading is one of the factors that influence students' writing skill and critical thinking. Previous research findings show that the RADEC model can improve students' writing skills of explanatory text (Nurzaiyanah et al, 2021). These results are in accordance with the results of this study which show that the application of the RADEC learning model can improve the skills of writing explanatory texts of fifth grade elementary school students.…”