THE CORRELATION AMONG HAPPY PUZZLE HANDS-ON MEDIA, STUDENTS’ MOTIVATION, AND WRITING SKILLS AT SMKN 1 MOJOANYAR

Renata Adelia, Renata, 52206140012 and Mardiana, Wiwik, 0706119101 and Ahmad Iklil Saifulloh, Iklil, 0725038801 (2026) THE CORRELATION AMONG HAPPY PUZZLE HANDS-ON MEDIA, STUDENTS’ MOTIVATION, AND WRITING SKILLS AT SMKN 1 MOJOANYAR. Bachelor thesis, Universitas Islam Majapahait.

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Abstract

Writing is one of the most demanding productive skills for EFL learners, especially in vocational high schools, where students are expected to produce functional, occupation-related texts in English. This study aimed to examine whether there is a significant correlation among students’ perception of Happy Puzzle Hands-On Media, students’ Motivation, and Writing Skills of Grade X students at SMKN 1 Mojoanyar. This study employed a quantitative correlation design using Multiple Linear Regression analysis. The population consisted of Grade X students of SMKN 1 Mojoanyar, and data were collected from 108 students through two questionnaires, namely the Happy Puzzle Hands-On Media questionnaire and the Students’ Motivation questionnaire, as well as a writing test scored using an analytic rubric. The results showed that both questionnaires were valid and reliable, with Cronbach’s Alpha coefficients of 0.886 for the Happy Puzzle Hands-On Media questionnaire and 0.917 for the Students' Motivation questionnaire. Descriptively, students’ writing skills, perception of the media, and motivation were categorized as fairly good, positive, and relatively high, respectively. The simultaneous test (F-test) showed F = 3.823 with a significance value of 0.025 (p < 0.05), indicating a statistically significant simultaneous correlation among Happy Puzzle Hands-On Media and writing skills (t=2.158, sig = 0.033), whereas Students’ Motivation did not show a significant partial correlation (t=1.747, sig = 0.083). Together. The two independent variables accounted for 6.8% of the variance in writing skills (R2 = 0.068). It can be concluded that the more positively students perceive Happy Puzzle Hands-On Media, the better their writing skills tend to be, whereas motivation alone was not found to significantly predict writing performance in this sample. These findings suggest that English teachers should not rely solely on motivational strategies to improve students’ writing skills, but should also integrate concrete, interactive instructional media such as Happy Puzzle Hands-On Media into their teaching practices.

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