THE CORRELATION BETWEEN STUDENTS' WRITING ATTITUDE AND THEIR WRITING ACHIEVEMENT AMONG TWELFTH GRADERS

Abstract

This study aimed to investigate the correlation between students’ writing attitudes and their writing achievement among twelfth-grade students of SMA Tri Sukses Natar. Employing a descriptive quantitative design with a correlational approach, data were collected through a writing attitude questionnaire and a composition writing test administered to 23 purposively selected students. The reliability of the questionnaire, measured using Cronbach’s alpha, was 0.591, indicating moderate internal consistency. The findings showed that students generally demonstrated a neutral to positive attitude toward writing (M = 2.71). Correlational analysis revealed a positive relationship between students’ writing attitudes and their writing achievement, suggesting that more favorable attitudes are associated with better writing performance. These findings underscore the importance of fostering positive attitudes toward writing to enhance students’ composition skills and overall achievement in writing.

Keywords: Writing attitude, Writing achievement, Correlation study, Composition performance