Korelasi antara Kompetensi Diksi Kemaritiman dengan Performansi Menulis Teks pada Mahasiswa Politeknik Pelayaran Makassar
https://doi.org/10.30605/onoma.v11i1.5063
Keywords:
kemaritiman, kompetensi diksi, pendidikan vokasi, performansi penulisan, politeknik pelayaranAbstract
Penelitian ini bertujuan untuk menganalisis korelasi antara kompetensi diksi kemaritiman dengan performansi penulisan teks pada mahasiswa Politeknik Pelayaran Makassar. Kompetensi diksi merupakan elemen penting dalam penguasaan keterampilan menulis, terutama dalam konteks pendidikan vokasi seperti Politeknik Pelayaran. Metode penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Data dikumpulkan melalui tes kompetensi diksi dan penilaian performansi penulisan teks, yang kemudian dianalisis menggunakan teknik regresi linier sederhana. Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara kompetensi diksi kemaritiman dan performansi penulisan teks dengan nilai koefisien korelasi (Pearson's r) sebesar 0,869. Nilai p-value<0,001 mengindikasikan bahwa hubungan ini signifikan pada tingkat kepercayaan 99,9% (p < 0,001). Hal ini menunjukkan bahwa semakin tinggi kompetensi diksi kemaritiman seorang mahasiswa, semakin baik pula performansi mahasiswa dalam menulis teks berbasis konteks kemaritiman. Temuan ini mengindikasikan bahwa penguasaan diksi kemaritiman secara langsung berkontribusi terhadap kualitas tulisan mahasiswa, terutama dalam aspek struktur, penggunaan bukti, dan keakuratan bahasa. Penelitian ini merekomendasikan penguatan pembelajaran diksi berbasis konteks kemaritiman sebagai bagian integral dari pengembangan kemampuan literasi mahasiswa vokasional.
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References
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Zhang, N., Yu, B., Hu, J., Li, M., & An, P. (2024). I’m not upset–I get it: Effects of co-workers’ stress cues on help-seekers’ social diction and empathy in telecommuting. International Journal of Human-Computer Studies, 185, 103218. https://doi.org/https://doi.org/10.1016/j.ijhcs.2024.103218
Beck, S. W., Jones, K., Storm, S., Torres, J. R., Smith, H., & Bennett, M. (2020). Moves that matter: dialogic writing assessment and literary reading. English Teaching: Practice & Critique, 20(1), 1–15. https://doi.org/https://doi.org/10.1108/ETPC-12-2019-0167
Busse, V., Graham, S., & Van Keer, H. (2024). Feedback to diverse language learners: Where are we and where do we need to go in literacy research? An introduction to the Special Issue on Literacy and Feedback. Learning and Instruction, 102035. https://doi.org/https://doi.org/10.1016/j.learninstruc.2024.102035
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publication.
Ebrahimi, S. S. (2024). Effects of mobile messaging applications on writing skill. Ampersand, 13, 100209. https://doi.org/https://doi.org/10.1016/j.amper.2024.100209
Goentoro, M. S. (2020). Kemampuan Menulis Puisi Pengaruh Media Pembelajaran dan Penguasaan Diksi. Diskursus: Jurnal Pendidikan Bahasa Indonesia, 2(2), 189–197. https://doi.org/10.30998/diskursus.v2i02.6676
Gong, X., & Sun, P. (2025). Can virtual streamers express emotions? Understanding the language style of virtual streamers in livestreaming e-commerce. Journal of Retailing and Consumer Services, 82, 104148. https://doi.org/https://doi.org/10.1016/j.jretconser.2024.104148
Goshu, K. C., & Gebremariam, H. T. (2024). Revisiting writing feedback: Using teacher-student writing conferences to enhance learners’ L2 writing skills. Ampersand, 13, 100195. https://doi.org/https://doi.org/10.1016/j.amper.2024.100195
Grosseck, M.-D. (2010). German not only a Foreign Language but also a Language for Special Purposes. Procedia - Social and Behavioral Sciences, 2(2), 3363–3367. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.03.516
Harwood, N. (2022). ‘Teaching the writer to fish so they can fish for the rest of their lives’: Lecturer, English language tutor, and student views on the educative role of proofreading. English for Specific Purposes, 68, 116–130. https://doi.org/https://doi.org/10.1016/j.esp.2022.07.002
Homsaniwati, H. (2019). Pengaruh Kecerdasan Interpersonal dan Penguasaan Diksi terhadap Kemampuan Menulis Cerita Pendek. Diskursus: Jurnal Pendidikan Bahasa Indonesia, 1(2), 136–145. https://doi.org/10.30998/diskursus.v1i02.4398
Indriani, S., & Amalia, F. N. (2020). Kebiasaan Membaca, Penguasaan Diksi, dan Kemampuan Menulis Teks Eksposisi. Journal Didactique, 1(1), 71–80. https://doi.org/10.52333%2Fdidactique.v1i1.601
Kadam, S. S., Kolhe, S. K., Kulkarni, V. V, & Sule, P. A. (2024). Impact of reflective writing skill on emotional quotient. Medical Journal Armed Forces India, 80(2), 205–209. https://doi.org/https://doi.org/10.1016/j.mjafi.2022.09.009
Kamrotov, M., Talalakina, E., & Stukal, D. (2022). Technical vocabulary in languages for special purposes: The corpus-based Russian economics word list. Lingua, 273, 103326. https://doi.org/https://doi.org/10.1016/j.lingua.2022.103326
Maamuujav, U., Olson, C. B., & Chung, H. (2021). Syntactic and lexical features of adolescent L2 students’ academic writing. Journal of Second Language Writing, 53, 100822. https://doi.org/https://doi.org/10.1016/j.jslw.2021.100822
Menninghaus, W., Wagner, V., Wassiliwizky, E., Jacobsen, T., & Knoop, C. A. (2017). The emotional and aesthetic powers of parallelistic diction. Poetics, 63, 47–59. https://doi.org/https://doi.org/10.1016/j.poetic.2016.12.001
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121, 103261. https://doi.org/https://doi.org/10.1016/j.system.2024.103261
Rambe, E. (2019). Pengaruh Model Pembelajaran Sinektik dan Penguasaan Diksi Terhadap Keterampilan Menulis Puisi Siswa Kelas X SMA Dharmawangsa Medan. LINGUISTIK: Jurnal Bahasa & Sastra, 4(1), 18–29.
Raufi, B. S., Mulyono, H., Ilyas, H. P., & Zulaiha, S. (2024). Exploring Indonesian EFL students’ lexical diversity and its correlation with academic vocabulary use in an online academic writing environment. Ampersand, 13, 100196. https://doi.org/https://doi.org/10.1016/j.amper.2024.100196
Rosmawati, Verspoor, M., & Burns, A. (2024). Introduction to the special issue: Action research in english language and communication contexts in higher education. Journal of English for Academic Purposes, 70, 101405. https://doi.org/https://doi.org/10.1016/j.jeap.2024.101405
Shafiee Rad, H., Alipour, J., Jafarpour, A., & Hashemian, M. (2024). Unlocking the magic of digital adaptivity: Unleashing students’ writing skills and self-determination motivation through digital literacy instruction. System, 125, 103454. https://doi.org/https://doi.org/10.1016/j.system.2024.103454
Steiss, J., Krishnan, J., Kim, Y.-S. G., & Olson, C. B. (2022). Dimensions of text-based analytical writing of secondary students. Assessing Writing, 51, 100600. https://doi.org/https://doi.org/10.1016/j.asw.2021.100600
Su, H., & Lu, X. (2022). Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification.’ Assessing Writing, 54, 100668. https://doi.org/https://doi.org/10.1016/j.asw.2022.100668
Taguchi, N., & Barón, J. (2024). Pragmatic competence as linguistic adaptation: Adapting linguistic resources to different listener reactions. System, 127, 103509. https://doi.org/https://doi.org/10.1016/j.system.2024.103509
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17), e36876. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e36876
Voros, J. (2005). Speaking about the future: ‘pro-vocation’ and ‘ante-diction.’ Futures, 37(1), 87–96. https://doi.org/https://doi.org/10.1016/j.futures.2004.03.022
Wang, H., Orosco, M. J., Peng, A., Long, H., Reed, D. K., & Lee Swanson, H. (2024). The relation of bilingual cognitive skills to the second language writing performance of primary grade students. Journal of Experimental Child Psychology, 238, 105776. https://doi.org/https://doi.org/10.1016/j.jecp.2023.105776
Wu, T.-T., Silitonga, L. M., & Murti, A. T. (2024). Enhancing English writing and higher-order thinking skills through computational thinking. Computers & Education, 213, 105012. https://doi.org/https://doi.org/10.1016/j.compedu.2024.105012
Yolan, Suparman, S., & Herdiana, B. (2024). Kemampuan Menulis Karangan Argumentasi dengan Menggunkaan Media Gambar pada Siswa Kelas VII SMP Negeri II Walenrang. Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, Dan Sastra, 1(2), 102–108. https://doi.org/10.51574/vokatif.v1i2.1736
Zhang, J., & Zhang, L. J. (2023). Examining the relationship between English as a foreign language learners’ cognitive abilities and L2 grit in predicting their writing performance. Learning and Instruction, 88, 101808. https://doi.org/https://doi.org/10.1016/j.learninstruc.2023.101808
Zhang, N., Yu, B., Hu, J., Li, M., & An, P. (2024). I’m not upset–I get it: Effects of co-workers’ stress cues on help-seekers’ social diction and empathy in telecommuting. International Journal of Human-Computer Studies, 185, 103218. https://doi.org/https://doi.org/10.1016/j.ijhcs.2024.103218
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Published
2025-02-05
How to Cite
Syahriaty, S., Mantasiah R., & Juanda, J. (2025). Korelasi antara Kompetensi Diksi Kemaritiman dengan Performansi Menulis Teks pada Mahasiswa Politeknik Pelayaran Makassar. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 11(1), 848–857. https://doi.org/10.30605/onoma.v11i1.5063
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