The Effect of W-W-H (What-Why-How) Strategy towards Students’ Writing Ability in Hortatory Exposition Texts at XI Class of Senior High School 4 Pariaman

SISKA, ANDELA (2018) The Effect of W-W-H (What-Why-How) Strategy towards Students’ Writing Ability in Hortatory Exposition Texts at XI Class of Senior High School 4 Pariaman. Post-Doctoral thesis, UIN IB PADANG.

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	Text (HALAMAN PERSEMBAHAN) kata persembahan.pdf - Published Version Download (27kB)
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Abstract

The students at class XI Senior High School 4 Pariaman have many problems in writing English that make them embarrassed to used English language. In writing activity, students feel lazy and blank idea to write. All of these problems caused by students failed in learning writing. The writing ability comprising in this research based on the component stated by Jacob (1981): 1) content, 2) organization, 3) vocabulary, 4) language use, and 5) mechanic. The objective of this research is to determine whether W-W-H strategy give significant effect on students writing ability at class XI Senior High School 4 Pariaman. Research is students at class XI IPA5 as experiment class consist of 28 students and XI IPA4 as control class consists of 28 students. Total numbers of sample are 56 students. This research got the data with writing test. Writing test used to know students ability in writing test. The result of this research showed that in post-test researcher found that mean score of experiment class (75,10) was higher than mean score of control class (65,35. Therefore, t-calculated (4, 16) was bigger than t-table (2000). It means that the hypothesis was accepted. Based on the research finding, it can be concluded that the students ability in experiment class as good in content, organization, vocabulary, language use, and mechanic. It proved that the students test scores of experiment class was higher than the students test scores of control class. Teaching writing by using W-W-H strategy gives significant effect toward students writing ability. Therefore, it is hope that teacher r the next researcher who use this strategy can apply the better activity and procedure so that the component of writing can be developed.

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