The Effect of Guided Writing Strategy toward Students’ Writing Skill in Recount Text at Class VIII of Junior High School 1 Painan

RISKA, AMELIA (2018) The Effect of Guided Writing Strategy toward Students’ Writing Skill in Recount Text at Class VIII of Junior High School 1 Painan. Skripsi thesis, UIN IMAM BONJOL PADANG.

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Abstract

ABSTRACT Riska Amelia, 2018. The effect of Guided Writing Strategy toward Students’ Writing Skill in Recount Text at Class VIII of Junior High School 1 Painan The students at Class VIII of Junior High School 1 Painan had some problems in writing such as the students got difficult to write in English by using good word order, while word order is one of point in language use as basic component of language to master in writing. The students could not know how to organize their idea, they also did not know in differences between verb one and verb two. The researcher used guided writing strategy to solve the problem in this research. The purpose of this research was to find out whether or not guided writing strategy gives significant effect toward students’ writing skill in recount text and to determine the students’ responses on the use of guided writing strategy in teaching writing. The design of this research was pre-experimental design. The research was located at Junior High School 1 Painan. The population was 121 students distributed in four classes. The sample was VIII.2 consisted of 32 students as experimental class that had chosen through purposive sampling. The data of this research was collected by using writing test and questionnaires. The researcher gave pre-test to the students to identify the students’ basic skill in writing of recount text at the first meeting before doing the treatment. After doing the treatment for four meetings, that class was given post-test and questionnaires. The result of this research showed that the mean score of post-test (81.4) was higher than pre-test (60.71). Furthermore, the data of this research was analyzed by using statistical software program SPSS (Statistical Packages for Social Sciences) version 20 and T-test proposed by Gay and Subana in manual way. From the calculation of the result of the test, it was indicated that tcalculate was 14.08 and ttablewas 1.69 with p = 0,05 and degree of freedom 31. So, it meant that tcalculate was higher than ttable (14.08>1.69) and the hypothesis was accepted. Besides that for students’ responses showed 71.9 % had positive respond, 31.25% had neutral respond and nobody gave negative respond toward teacher teaching strategy. Based on the analysis of the data above, it can be concluded that there was a significant difference between pre-test and post-test. Statistically, it was showed that teaching writing by using guided writing strategy improved students’ writing skills at Class VIII.2 Junior High School 1 Painan. So, the English teacher should consider that Guided Writing is an effective strategy in teaching writing to improve students’ writing skill. For other researcher suggested to conduct this strategy and the other technique in developing students’ writing skill at the different level of the students.

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