The Relationship Between Mastery of Linguistic Rules and Academic Reading Literacy with The Ability to Write Expository Texts of Engineering Students

Muhammad Zulfadhli; Laely Farokhah; Dwi Novia Al Husaeni

doi:10.26740/jrpd.v12n2.p173-189

Authors

Muhammad Zulfadhli Universitas Bhayangkara Jakarta Raya
Laely Farokhah Universitas Negeri Jakarta
Dwi Novia Al Husaeni Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.26740/jrpd.v12n2.p173-189

Keywords:

Expository texts, Reading literacy, Linguistic rules, Writing skills, Engineering students

Abstract

The ability to write expository text is an important academic skill because it is related to the ability to convey ideas, data, and arguments logically and objectively. This study aims to analyze the relationship between reading literacy and mastery of language rules with the ability to write expository text. This study used a quantitative approach with a correlational design. The participants were 173 engineering students. Data were collected through a reading literacy questionnaire, a language rule mastery test, and an expository text writing test. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results showed that students' reading literacy, language rule mastery, and expository text writing ability tended to be high. However, reading literacy did not have a significant relationship with the ability to write expository text. Mastery of language rules also did not have a significant relationship with the ability to write expository text. The regression results showed that both independent variables simultaneously were not significant predictors of the ability to write expository text. This finding suggests that the ability to write expository text needs to be explained through other factors, such as argumentation skills, writing experience, and directed academic writing practices.

References

Asriati, M. D. P., & Gani, E. (2022). Contribution of Critical Reading Skills and Scientific Vocabulary Mastery to Exposition Text Writing Skills. AL-ISHLAH: Jurnal Pendidikan, 14(4), 6825-6834.

Cencelj, Z., Aberšek, M. K., Abersek, B., & Flogie, A. (2019). Role and Meaning of Functional Science, Technological and Engineering Literacy in Problem-Based Learning. Journal of baltic science education, 18(1), 132-146.

Devira, M. (2017). Acquisition of academic literacy in an engineering communication course: Integration of English for specific purposes (ESP) and systemic functional linguistics (SFL). Studies in English Language and Education, 4(1), 38-53.

Díaz, B., Nussbaum, M., Greiff, S., & Santana, M. (2024). The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?. Computers & Education, 213, 105014.

Fahuzul, M., Ulfah, B., & Surayatika, D. (2022). The Correlation Between grammar mastery and writing ability of the eighth grade students. ULIL ALBAB: Jurnal Ilmiah Multidisiplin, 1(12), 4394-4403.

Fitri, S., & Putri, R. F. (2025). Enhanching Expository Text Writing Ability Through Project-Based Learning for Broadcasting Students. Jurnal Pendidikan Bahasa, 15(3), 438-446.

Fuad, M., Suyanto, E., Muhammad, U. A., & Suparman, S. (2023). Indonesian students’ reading literacy ability in the cooperative integrated reading and composition learning: A meta-analysis. International Journal of Evaluation and Research in Education (IJERE), 12(4), 2121-2129.

Grabe, W., & Zhang, C. (2016). Reading-writing relationships in first and second language academic literacy development. Language Teaching, 49(3), 339-355.

Ilam, V., Widhiasih, L. K. S., & Murtini, N. M. W. (2022). The correlation between grammar mastery and speaking ability of the eighth grade students. Academic Journal on English Studies (AJOES), 2(2), 159-171.

Koç, Ö., Altun, E., & Yüksel, H. G. (2022). Writing an expository text using augmented reality: Students’ performance and perceptions. Education and Information Technologies, 27(1), 845-866.

Liu, H., Chen, X., & Liu, X. (2022). Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods. Frontiers in Psychology, 13, 948612.

Muhyıdın, A. (2020). Does the writing exposition text ability correlate to reading habit and discourse markers mastery?. Journal for the Education of Gifted Young Scientists, 8(2), 885-895.

Phillips Galloway, E., Qin, W., Uccelli, P., & Barr, C. D. (2020). The role of cross-disciplinary academic language skills in disciplinary, source-based writing: Investigating the role of core academic language skills in science summarization for middle grade writers. Reading and Writing, 33(1), 13-44.

Pratiwi, R., & Mayrita, H. (2023). The influence of reading interest on the ability of writing exposition texts of high school students. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(3), 420-432.

Rachma, E. P. I. (2022). An analysis of students’writing skill on english expository text. Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya, 1(2), 98-107.

Rahmaddian, A., & Fakhrurriana, R. (2023). Developing learn tenses for students’grammatical mastery in senior high school. ELite Journal: International Journal of Education, Language and Literature, 3(3), 136-147.

Rohmah, A., Setyaningrum, R. R., & Fatmawaty, R. (2025). The Correlation between Students’ Reading Habits and Their Ability in Writing Analytical Exposition Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(2), 6212-6225.

Usó‐Juan, E. S. T. H. E. R. (2006). The compensatory nature of discipline‐related knowledge and English‐language proficiency in reading English for academic purposes. The Modern Language Journal, 90(2), 210-227.

Vettori, G., Casado Ledesma, L., Tesone, S., & Tarchi, C. (2024). Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: A systematic review. Reading & Writing, 2481-2519.

Yan, J., & Cai, Y. (2022). Teachers’ instruction of reading strategies and primary school students’ reading literacy: An approach of multilevel structural equation modelling. Reading & Writing Quarterly, 38(2), 139-155.