The Correlation Among Vocabulary Mastery, Utilization Of The Environment, And Writing Ability Of Elementary School Students

This study has the main objective to examine the correlation between vocabulary acquisition and environmental utilization with the writing skills of elementary school students. Using a quantitative approach with a survey method and correlation technique, this study answers three key hypotheses. First, the results indicated a significant positive correlation between vocabulary mastery and descriptive essay writing skills, with a correlation value (rcount) of 0.823, which far exceeded the significance threshold (rtable) of 0.195. Secondly, the study also found a positive relationship between the utilization of the environment as a learning resource and descriptive essay writing skills, with an rcount of 0.632 which significantly exceeds the rtabel. Finally, when analyzed together, vocabulary acquisition and environmental utilization strongly influence students' writing skills, indicated by a multiple correlation coefficient of 0.834 and a coefficient of determination of 0.695. This result illustrates that about 69.5% of the variability in descriptive essay writing skills can be explained by the combination of vocabulary acquisition and utilization of the environment as a learning resource. These findings underscore the importance of considering these two factors in educational planning to improve students' writing skills at the primary school level


INTRODUCTION
Education is a planned effort, where education has been designed in advance with a mature process and various support systems prepared.Education aims to develop students' human resources by encouraging and facilitating learning activities.Elementary School (SD) is the basic level of formal education in Indonesia that provides basic skills to students to develop their potential.One of the subjects that needs to be developed is the Indonesian language.Syafi'ie (2013) states that elementary school students who master Indonesian well and correctly will greatly facilitate participating in all learning activities both in Indonesian and outside Indonesian.
Writing skills also play an important role for children as a medium for channeling emotions and selfexpression, learning to have an opinion, practicing patience, honing commitment, and much more.
Descriptive essay writing is one of the writing skills materials studied in elementary school.Students are expected to be able to express ideas or ideas in composing and connecting one sentence with another so that it becomes a cohesive paragraph when learning to write an essay.A series of solid or interrelated sections will create an essay.Keraf (2010: 19) states, "An essay is a written language that is composed of a series of words so that it becomes a sentence, paragraph, and finally a discourse that can be read and understood".Descriptive essay writing activities require several knowledge and skills that must be possessed.One must know what to write and how to write it in an essay.
Mastery of diction or word choice is one of the supporters and determinants of good writing, not only in choosing words, vocabulary, or word choice but also in how the word can provide meaning and information to be conveyed.Likewise, in descriptive essay writing activities, it is necessary to choose the correct vocabulary and adjust it to the language rules so that the reader easily understands it.Tarigan (2015: 2) expressed his opinion that the quality of language depends on the quantity and quality of vocabulary, so the richer the vocabulary, the greater the writing skills.So, students who master vocabulary well will make it easier for them to choose appropriate words when writing descriptive essays so that the sentence structure can be arranged coherently and integrated.
The right learning resources make learning active, innovative, creative, and fun.The active, innovative, creative, and fun learning process is inseparable from the surrounding environment.Learning activities may be more interesting for children because the environment provides diverse learning resources and many choices.Some so many values and benefits can be achieved from the environment as a source of learning in education almost all themes of activities can be learned from the environment.
The results of the Basic Competency Assessment (AKM) test on the literacy skills of grade V students at SDN Kalideres Village show that 40% of students have low literacy skills, 40% of students have moderate literacy skills (proficient), and 20% of students have advanced literacy skills, with these results requiring improvement in students' ability to understand, use, evaluate, reflect on various types of written texts to develop individual capacity as Indonesian citizens and citizens of the world and to be able to contribute productively to society.
Based on the results of observations in the field, obtained information that in learning activities to write descriptive essays, students still find it difficult to express their ideas or ideas.Students think that writing is a difficult and boring activity.During this time in descriptive essay writing, the teacher directly gives the title and asks students to make an essay according to the specified title without the teacher's guidance, feedback, or improvement.Another cause is that students' thinking and imagination power and pouring ideas or ideas to realize an essay is still low.Students are less trained in pouring ideas, ideas, and imagination about what to write and how to write it so that it becomes an essay.Referring to these problems, the researcher wants to learn more about the relationship between vocabulary mastery and utilization of the environment as a learning resource with descriptive essay writing skills achieved by students.

METHOD
This study uses quantitative methods to measure vocabulary mastery variables, utilization of the environment as a learning resource, and descriptive essay writing skills that are operationalized using instruments.According to Sudjana (2017), quantitative research is a research method based on the philosophy of positivism used to research specific populations or samples, data collection using research instruments, and quantitative data analysis to test the hypothesis used.This quantitative research model uses a correlational approach to determine the relationship between two or more variables expressed by the magnitude of the correlation coefficient and statistical significance.

Data Description
In this study, the relationship between vocabulary mastery, environmental utilization as a learning resource, and students' descriptive essay writing ability is the data source to be obtained.Vocabulary mastery data is obtained from students' vocabulary mastery test scores, environmental utilization data as a learning resource is obtained from questionnaires, and descriptive essay writing ability data is obtained from descriptive essay writing written test scores.The variables are vocabulary mastery (X1), environmental utilization as a learning resource (X2), and students' descriptive essay writing skills (Y) with a total sample of 109 students.

Data description analysis of vocabulary mastery (X1)
Based on calculations with the help of SPSS 20.0, the data processing results are as follows: From the results of the above calculations, it can be said that the vocabulary mastery of fifth-grade students in Kalideres Village, West Jakarta, is classified as sufficient.This can be seen by acquiring an average value (mean) of 72.76.

Analysis of data description of utilization of learning resource environment (X2)
Data on the utilization of the environment as a learning resource from a questionnaire answered by 109 students as respondents, the lowest score is 20, the highest score is 75, the mean score is 40.19, the median is 40, the mode is 20, and the standard deviation is 14.768.Based on calculations with the help of SPSS 20.0, the data processing results are as follows: From the above calculations, it can be said that using the environment as a learning resource for fifthgrade students of public elementary schools in Kalideres Village, West Jakarta, is sufficient.This can be seen from the average score (mean), close to the median score.

Data description analysis of descriptive essay writing skills (Y)
Descriptive essay writing skill data are scores obtained from written tests of 109 students as samples.This data has the lowest score of 60, the highest score of 90, the average (mean) of 77.74, a median of 79, a mode of 90, and a standard deviation of 9.105.Based on calculations with the help of SPSS version 20, the data processing results are as follows: From the results of the above calculations, it can be said that the descriptive essay writing skills of public elementary schools in Kalideres Village, West Jakarta, are quite good.This can be seen by obtaining an average score of 77.74.

Hypothesis Result
The relationship between vocabulary mastery (X1) and descriptive essay writing skills (Y) Based on the results of the data analysis of SPSS version 20.0, it can be seen that vocabulary mastery has a relationship with descriptive essay writing skills as indicated by the acquisition of hypothesis testing results from sig value = 0.000 and r count = 0.823 while r table 0.195, because sig value <0.05 and r count> from r table, then H0 cannot be accepted and H1 is accepted.There is a significant relationship between vocabulary mastery (X1) and descriptive essay writing skills (Y).
So it can be said that if descriptive essay writing skills are improved optimally, it is necessary to increase high vocabulary mastery.Good vocabulary mastery will improve descriptive essay writing skills.As Malcolm (2015) stated, "Vocabulary mastery will provide an opportunity for someone to know and understand what is written and what is spoken," meaning that vocabulary mastery will provide an opportunity for someone to know and understand what is written and what is spoken.Tarigan (2015) also said that the quality of a person's language skills depends on the quantity and quality of their vocabulary.
The relationship between the utilization of the environment as a learning resource (X2) and descriptive essay writing skills (Y) The results showed a relationship between using the environment as a learning resource and students' descriptive essay-writing skills.This indicates that the hypothesis is accepted.Using the environment as a learning resource improves students' descriptive essay writing skills with a correlation coefficient of 0.632.
Using the environment as a strong learning resource owned by students, more imagination is obtained so that it helps to grow ideas or ideas in writing descriptive essays.So, it can be said the results of utilizing the environment by students will impact the results of their writing.This is reinforced by Fahrurrozi's opinion (2020) that writing expresses thoughts, feelings, and reading outcomes in written form.

The Relationship between Vocabulary Mastery (X1) and Utilization of the Environment as a
Learning Source (X2), Together with Descriptive Writing Skills (Y) To see the coefficient of determination regarding vocabulary mastery (X1) and utilization of the environment as a learning resource (X2), together with the ability to write descriptive essays, can be seen in the table below: The relationship between the independent variables of vocabulary mastery (X1) and utilization of the environment as a learning resource (X2), together with descriptive essay writing skills, is 0.834.From the calculation, it is obtained that the correlation coefficient is significant, in other words, there is a relationship between vocabulary mastery and utilization of the environment as a learning resource together with descriptive essay writing skills.
The quality and quantity of a person's vocabulary is linked to the quality of language skills.The richer the vocabulary, the more skillful the language.Besides vocabulary mastery, using the environment as a learning resource is also related to one's descriptive essay writing skills.Using the environment through learning outside the classroom makes students get closer and get to know the natural environment so that students can experience or feel directly without guessing.As stated by Hendarwati (2013), learning to improve students' abilities, teachers can utilize the environment to increase students' understanding and knowledge of the surrounding world.With high utilization of the environment as a learning resource, more knowledge will be obtained so that it helps to foster ideas, imagination, and ideas in writing description essays.

CONCLUSION
Several important things can be concluded in Kalideres Village, West Jakarta, involving 109 students as samples.First, a significant relationship exists between vocabulary mastery and students' descriptive essay writing skills.This indicates that students with better vocabulary mastery tend to have better descriptive essay writing skills.They can more easily choose and use the right words to express ideas in written language.
Second, the utilization of the environment as a learning resource also has a positive impact on students' writing skills.The higher the utilization of the environment as a learning resource, the more knowledge and insights students have.This knowledge helps them to express their ideas and thoughts in writing better.
Finally, when vocabulary mastery and environmental utilization are combined, there is a strong positive relationship with students' descriptive essay writing skills.In other words, students with both factors at good levels will have superior writing skills.Conversely, if one or both factors are lacking, students' writing skills may be negatively affected.The results of this study confirm the importance of developing vocabulary and encouraging students to utilize the environment as a practical learning resource to improve students' writing skills at the primary school level.

Figure 1 .
Figure 1.The Constellation of Relationships Between Research Variables

Table 3 .
Description of Data on Utilization of the Environment as a Learning Source

Table 5 .
Relationship Test Results of X1 Variables with Y