The effect of guided writing strategy on students’ achievement in writing narrative text at Madrasah Aliyah Laboratorium UIN-SU
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Institusion
Universitas Islam Negeri Sumatera Utara Medan
Author
Pane, Rizky Padenggan
Subject
824 English essays
Datestamp
2020-03-12 02:30:11
Abstract :
This research was conducted to know the effect of applying the effect of guided writing strategy in learning English of Madrasah Laboratorium UIN SU Medan in the academic year of 2018/2019. The population of this research was the class XI?MIA 1, XI-MIA 2 and XI-IS 1 and the samples of this research was taken from 25 students of Experimental class (XI?IS 1) and 30 students of control class (XI-MIA 1). The researcher used a writing test to collect the data and the instrument for collecting data was essay. The test consist of two types, namely pre-test and post-test.the data were analized by using t-test formula. After analyzing the data, the result of the research showed that the value of t-observed was higher than the value of t-table (2,639) >(1.676) at the level significant of a =0.05 and at the degree of fredom (df) = 48. It can be concluded that applying peer response technique has significant effect on students achievement in writing narrative text or in other words the alternative hypothesis (Ha) was accepted.
This research was conducted to know the effect of applying the effect of guided writing strategy in learning English of Madrasah Laboratorium UIN SU Medan in the academic year of 2018/2019. The population of this research was the class XI?MIA 1, XI-MIA 2 and XI-IS 1 and the samples of this research was taken from 25 students of Experimental class (XI?IS 1) and 30 students of control class (XI-MIA 1). The researcher used a writing test to collect the data and the instrument for collecting data was essay. The test consist of two types, namely pre-test and post-test.the data were analized by using t-test formula. After analyzing the data, the result of the research showed that the value of t-observed was higher than the value of t-table (2,639) >(1.676) at the level significant of a =0.05 and at the degree of fredom (df) = 48. It can be concluded that applying peer response technique has significant effect on students achievement in writing narrative text or in other words the alternative hypothesis (Ha) was accepted.
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