The Relationship of Interest in English Learning and Mastering Grammar in Writing Skill at Junior High School 18 Jambi City

Abstract

This study investigates the association between students' interest in learning English and their grammar mastery in writing at SMP Negeri 18 Jambi City (Indonesia). Using a descriptive-correlational design, data were collected from 33 ninth-grade students selected through random sampling in the 2025/2026 academic year. Learning interest was measured using a Likert-scale questionnaire, while grammar mastery was assessed through a descriptive writing test scored with a grammar-focused rubric. Pearson's product-moment correlation (SPSS 25) indicated a weak positive relationship between learning interest and grammar mastery (r = 0.332), but the association was not statistically significant (p = 0.059). The regression model shows that learning interest explains 11.0% of the variance in grammar mastery (R2 = 0.110). These findings suggest that interest may support engagement, but it does not by itself ensure higher grammatical accuracy in writing. Pedagogically, grammar development should be strengthened through systematic form-focused instruction and repeated practice integrated into writing activities.