An Analysis of the Role of Vocabulary Mastery in the Poetry Writing Quality of Elementary School Students

Authors

  • Galang Budi Prakoso Universitas Sebelas Maret
  • Sumarwati Universitas Sebelas Maret
  • Septi Yulisetiani Universitas Sebelas Maret

DOI:

https://doi.org/10.22460/pej.v10i2.7594

Keywords:

Elementary School, Poetry Writing, Vocabulary Mastery, Writing Quality

Abstract

This study aims to analyze the relationship and contribution of vocabulary mastery to the quality of elementary school students' poetry writing, as well as to qualitatively analyze poetic characteristics in each dimension (appropriateness of content, richness of diction, sharpness of imagery, effectiveness of figurative language, and typography). Using a quantitative correlational design with an embedded qualitative approach, data were collected from fifth-grade students through a vocabulary mastery test and a poetry assessment rubric. Analysis using Spearman correlation and simple linear regression showed a significant positive relationship; vocabulary contributed 15.5% to the variation in overall poetry quality (ρ = 0.383, R² = 0.155, p < 0.001). The results of the analysis of each dimension revealed that sharpness of imagery and richness of diction had the strongest and most consistent relationship. Furthermore, a qualitative analysis of poetry excerpts confirmed that students with high vocabulary mastery were able to produce a richer and more layered variety of diction and figurative expressions. In conclusion, the role of vocabulary mastery varies across dimensions, so educators need to prioritize enriching sensory and connotative vocabulary to improve students' poetry writing skills.

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Published

2026-09-27

Issue

Vol. 10 No. 2 (2026): Volume 10, Number 2, September 2026

Section

Articles

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