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Retain: Journal of Research in English Language Teaching
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     DOI : https://doi.org/10.26740/rt.v13i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 961 Documents
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Information Literacy and Argumentative Writing Performance among EFL Vocational High School Students: A Correlational Study Elang Pradhana Dirgantara; Retno Wulan Dari
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.80200

Abstract

This study investigated the correlation between information literacy and argumentative writing performance among 11th-grade vocational high school students in Bojonegoro, East Java, Indonesia. Employing a quantitative correlational design, a purposive sample of 52 students was selected from a population of 129. The primary instruments were a 16-item information literacy questionnaire adapted from Regina et al. (2023) and a timed argumentative writing test scored with an analytical rubric adapted from Bean et al. (2021). A Shapiro-Wilk normality test revealed a significant deviation from normality in the writing scores (p = 0.027), which necessitated the use of Spearman’s rho as the non-parametric alternative. The linearity assumption was subsequently confirmed (Deviation from Linearity p = 0.701). The Spearman’s rho analysis yielded a correlation coefficient of rₛ = −0.109 (p = 0.443), indicating a non-significant relationship between the two variables. Consequently, the null hypothesis failed to be rejected. These findings suggest that information literacy alone is an insufficient predictor of argumentative writing performance in this context, and that integrating information literacy instruction alongside explicit writing instruction may be necessary to meaningfully improve students’ writing outcomes.

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