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<p> <font color="#333333" face="Open Sans, sans-serif"><span style="font-size: 12.6px;">The study was aim to find out the effect of </span></font>Cooperative Integrated and Composition (CIRC) Strategy towards Students’ Reading Comprehension of Descriptive Text</p>
<div> Tujuan dari penelitian ini adalah</div> <div> untuk mengetahui apakah ada pengaruh yang signifikan penggunaan Dicto-Comp terhadap kemampuan menulis</div> <div> siswa.</div>
Saphira Mande, NIM: 2321009 “The Effect od using mind mapping technique towards the students’ writing ability in descriptive text at SMK N 2 Padang panjang”. A Thesis, State of Islamic University Bukittinggi 2026 Writing is one of the most important language skills that students need to master. However, many students still experience difficulties in generating ideas, organizing their thoughts, and developing descriptive texts effectively. Preliminary observation at SMKN 2 Padang Panjang indicated that many students had low writing ability because they found it difficult to express and organize their ideas into a well-structured descriptive text. Therefore, the Mind Mapping Technique was applied as an alternative teaching strategy to help students generate, organize, and develop their ideas more effectively in writing descriptive texts. This research employed a quantitative approach with a quasi-experimental design. The population of this research was all eleventh-grade students of SMKN 2 Padang Panjang. The sample consisted of two classes with a total of 60 students, including 30 students in the experimental class and 30 students in the control class, selected through purposive sampling. The instrument used in this research was a writing test administered as a pre-test and a post-test. The data were analyzed by using the Shapiro-Wilk normality test, Levene's Test of Homogeneity, Paired Sample t-test, and Independent Sample t-test through SPSS. The results of this research showed that the Mind Mapping Technique had a significant positive effect on students' writing ability in descriptive text. The Paired Sample t-test showed a significance value of 0.000 (p 0.05), indicating a significant improvement in students' writing achievement after the implementation of the Mind Mapping Technique. Furthermore, the Independent Sample t-test also showed a significance value of 0.000 (p 0.05), indicating a significant difference between the writing achievement of the experimental and control classes. Therefore, it can be concluded that the Mind Mapping Technique is effective in improving students' writing ability in descriptive text at SMKN 2 Padang Panjang.
ABSTRACT Sonya Friska Olvi, 2321047 “The Effect of The Think Talk Write Strategy toward Writing Skill at MTsN 5 Lima Puluh Kota” A Thesis, English Education Study Program, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. The Think Talk Write (TTW) strategy is an instructional approach that guides students through three interconnected stages: thinking individually, exchanging ideas through discussion, and presenting those ideas in written form. This sequence allows learners to develop critical thinking, organize information logically, and produce better-quality writing. Based on this concept, the present study investigated the effect of the Think Talk Write strategy on the writing skill of the eighth-grade students at MTsN 5 Lima Puluh Kota. This study adopted a quantitative approach using a quasi-experimental research design. The participants were selected from the eighth-grade students of MTsN 5 Lima Puluh Kota through cluster random sampling. Class VIII.5 was assigned as the experimental group, while class VIII.1 served as the control group. The experimental group received instruction through the Think Talk Write strategy, whereas the control group was taught using the conventional teaching method. Data were collected through writing tests administered before and after the treatment. Students’ writing performance was evaluated by applying Brown’s (2007) writing rubric, which measures organization, content, grammar, vocabulary, and mechanics. The collected data were analyzed using both descriptive and inferential statistics. Prior to hypothesis testing, the data met the assumptions of normality and homogeneity. The hypotheses were then tested by employing the Paired Samples t-test, the Independent Samples t-test, and the Independent Samples t-test on gain scores. The findings of the study revealed that the Think Talk Write (TTW) strategy had a significant effect on students' writing skill. The mean score increased from 55.13 on the pre-test to 66.87 on the post-test, with an increase of 11.74 points. The result of the Paired Samples t-test showed a significance value of 0.000 (p 0.05), indicating that the Think Talk Write strategy had a significant effect on students' writing skill. Furthermore, the Independent Samples t-test produced a significance value of 0.008 (p 0.05), indicating a significant difference in writing skill between the students who were taught using the Think Talk Write strategy and those who were taught through the conventional teaching method. In addition, the experimental group obtained a higher mean gain score (15.00) than the control group (8.19). Therefore, it can be concluded that the Think Talk Write strategy had a more significant effect on the writing skill of the eighth-grade students at MTsN 5 Lima Puluh Kota than the conventional teaching method
This thesis, entitled The Development of Task-Based Learning Materials to Enhance Students’ Receptive Skills in Descriptive Texts within the Merdeka Curriculum for Junior High School Students, was written by Asni Deswita (Student ID: 20224008) from the Graduate Program in Teaching English, Faculty of Education and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi. This study aimed to develop English learning materials that integrate Task-Based Learning and the Genre-Based Approach (GBA) to enhance Grade VII students’ receptive skills of descriptive texts. The study was conducted in response to the need for supplementary learning materials that could support the implementation of the Merdeka Curriculum and facilitate meaningful language learning. The study focused on identifying students’ and teachers’ needs, designing and developing task-based learning materials, evaluating their validity, practicality, and effectiveness, and disseminating the final product. This study employed a Research and Development (R&D) methodology using the 4D Model, consisting of the Define, Design, Develop, and Disseminate stages. The learning materials were developed based on Willis’s TBL framework, which includes the Pre-Task, Task Cycle, and Language Focus phases. The participants consisted of one English teacher and fifty-six Grade VII students of SMP N 3 Ampek Angkek. Data were collected through questionnaires, interviews, and listening and reading tests administered as pre-tests and post-tests in both experimental and control classes. The research instruments and learning materials were validated by three experts, and the data were analyzed using SPSS version 26. The findings revealed that both students and the teacher required supplementary task-based learning materials to support the teaching and learning of listening and reading skills in descriptive texts. The developed materials were organized into two learning cycles: a listening cycle and a reading cycle. Expert validation indicated that the materials achieved a very high level of validity, with scores ranging from 86.7% to 100% across all evaluation indicators, demonstrating their suitability for classroom implementation. The practicality evaluation also showed that the materials were highly practical for use by both teachers and students. Furthermore, the results of the Mann–Whitney U test revealed a statistically significant difference between the learning outcomes of the experimental and control groups (Asymp. Sig. (2-tailed) = 0.000, p 0.05), indicating that the developed learning materials effectively improved students’ receptive language skills. Therefore, the integration of Task-Based Learning and the Genre-Based Approach in the developed materials contributed positively to students’ listening and reading achievement.
English writing is a fundamental skill in the Indonesian education system, yet it remains a significant challenge for many learners, particularly regarding grammatical accuracy. Among the various grammatical components, the correct usage of English articles (a, an, and the) is notably difficult for Indonesian EFL learners because their native language lacks a direct equivalent, leading to frequent errors. This study was conducted at MTsN 3 Agam with the primary objective of identifying and classifying the specific types of article errors made by seventh-grade students in their descriptive writing tasks. By pinpointing these linguistic hurdles, the research aims to provide a clearer understanding of the interlanguage development of young learners and the specific areas where they require the most pedagogical support. The research employed a descriptive qualitative design, analyzing 27 writing samples produced by students of class VII.1. The data collection involved a writing task where students described their favorite people, places, or pets. The identified errors were systematically classified using the Surface Strategy Taxonomy proposed by Dulay et al. (1982). The analysis revealed a total of 27 article-related errors. The results showed that omission was the most frequent error type, occurring 13 times (48.1%), followed by misformation with 11 instances (40.7%), and addition with 3 instances (11.2%). Notably, no misordering errors were found. These findings indicate that students predominantly struggle with the obligatory nature of articles, often failing to include them where required or substituting them incorrectly. In conclusion, the study demonstrates that seventh-grade students at MTsN 3 Agam face substantial difficulties in mastering English articles, largely influenced by the absence of a similar system in the Indonesian language. The high prevalence of omission and misformation errors suggests that students have not yet fully internalized the semantic and syntactic constraints of article usage. Based on these results, it is recommended that English educators move beyond implicit exposure and provide more explicit, targeted instruction on articles. Incorporating varied practice sessions, such as worksheets and interactive games like Quizizz or Kahoot, can help reinforce these rules and improve students' overall writing proficiency.
ABSTRACT Ayu Syawilda, 2318059. “The Correlation Between Students' Critical Thinking and Writing Skills in Descriptive Text at The 10th Grade Students of MAN 1 AGAM” a thesis. English Education Department. UIN Sjech M. Djamil Djambek Bukittinggi, 2025. This research was conducted based on problems found in MAN 1 AGAM, particularly among 10th grade students. It was discovered that most students obtained low scores in their English writing tasks, experienced difficulty in generating and organizing ideas when writing descriptive texts, and lacked critical thinking skills. These issues led the researcher to investigate the correlation between students’ critical thinking and their writing skills in descriptive text. The researcher applied quantitative research using a correlational design. The total population consisted of 53 students. A purposive sampling technique was used to select one class (X.E.1), consisting of 19 students, as the main sample. Meanwhile, the other two classes (X.E.2 and X.E.3) were used to try out the instruments for validity and reliability. The research instruments included a critical thinking questionnaire and a descriptive writing test. Data were analyzed using SPSS to reduce human error. The findings showed that the correlation coefficient between students’ critical thinking and their writing skills was 0.430, indicating a moderate positive relationship. However, the significance value was 0.066, which is higher than the standard alpha level of 0.05. Therefore, it can be concluded that there is no statistically significant correlation between students’ critical thinking and their descriptive writing skills. Although the relationship was not significant, the moderate correlation suggests that students with stronger critical thinking skills tended to write better, even if not consistently across the sample. This study provides valuable insights for educators by highlighting the potential role of critical thinking in enhancing writing ability. Further research is recommended to investigate other factors that might influence students’ writing proficiency more significantly.
ABSTRACT Nurcahaya Marpaung, 2319.157, “The Effect Of Using Scaffolding Strategies On Students’ Reading Comprehension Of Descriptive Text At The Seventh Grade Of Mtsn 6 Agam” a thesis education department. UIN Sjech M. Djamil Djambek Bukittinggi, 2025. The research was aimed to find The Effect Of Using Scaffolding Strategies On Students’ Reading Comprehension Of Descriptive Text At The Seventh Grade Of Mtsn 6 Agam. It was done at MTSN 6 Agam. The researcher found some problems, there were the students had limited vocabulary. Then, the students found it difficult to comprehend reading texts, which made them become passive learners in learning English. And The methods used by teacher in teaching are still not able to overcome the problems faced by students. In this research, the design of the research used the quantitative approach with experimental research design by using pretest-post test experimental and control group design. The population was seventh grade. To determine the sample the researcher used simple purposive sampling. The sample were VII.4 as the experiment class and VII.2 as control class. The result of the research indicates that the score of students in post test was higher than the score of pre test experiment. From the data the mean score of pre-test was 49.38, and than the mean score of students post-test was 72.8. 1t’s means these results suggested that the scaffolding strategy significant reading comprehension learning. In addition, from the calculation of the data the significance value (Sig. (2-tailed)) of 0.000, which is smaller than 0.05, indicates that there is a significant difference between the reading comprehension scores in the post-test of the control group and the post-test of the experimental group at MTSN 6 Agam of seventh grade by using scaffolding strategies to the students taught using conventional method. It can be concluded that, scaffolding gave significant effect for students in significant their reading comprehension
This research was conducted based on problems in English language learning, especially descriptive text writing skills at MTsS Boarding School Darussalam Aur Duri Sumani. Students experience limited vocabulary, so it is difficult to determine an idea when making descriptive text. In addition, there is a lack of student interest and motivation due to the teaching method that still uses paper and books, where the images displayed are difficult for students to recognize. Therefore, this research aims to determine whether there is a significant difference in students' writing ability between groups taught using and without using animated films at MTsS Boarding School Darussalam Aur Duri Sumani. In this research, researcher used a pseudo-experimental research design. The population of this study were VIII grade students. The researcher used total sampling techniques with a total population of 38 students. The experimental class is class VIII A, and the control class is class VIII B. This research used tests to collect data and analyze research data using SPSS 22; researcher used independent sample t-tests and paired sample t-tests, which showed the sig value. The value is 0.000 0.05. This means that (Ha) is accepted; this result is also indicated by the average value of the experimental class post-test (84.17), which is higher than the average value of the control class post-test (44.71). It can be concluded that animated short films significantly have a positive effect on the writing skills of grade VIII students at MTsS Boarding School Darussalam.
This research was conducted to address challenges faced by teachers and students in learning English at Fajar Hidayah School, particularly in enhancing students' reading comprehension. Key issues identified included students' insufficient vocabulary, limited grammar knowledge, difficulties with spelling, pronunciation, and slow reading. Additionally, students encountered challenges in aligning text content with their religious values, and the lack of teaching materials containing Islamic values further impeded progress. This study, designed as Research and Development (R&D) research, aimed to develop and evaluate an integrated Digital Media-Based Module incorporating Islamic values to improve English reading and writing skills. The population comprised all seventh-grade students at Fajar Hidayah School in the 2024/2025 academic year, with a sample of 15 students. Data collection utilized questionnaires and tests, and SPSS version 20 for Windows was employed to analyze data, using a Paired Samples Test to compare the effectiveness of the integrated module with conventional methods. Findings demonstrated the module's validity, practicality, and effectiveness in enhancing English skills. The validity was rated by expert appraisal, scored 82%, classifying it as "very valid." Practicality, assessed through teacher feedback, achieved an 88% score, indicating "very practical" usability. The module's effectiveness was established through a paired sample t-test, showing a significant improvement in students’ performance, with a significance value of 0.002 0.05, thus supporting the hypothesis (Ha). These results confirm that the Digital Media-Based Module with Islamic values significantly enhances students' reading and writing skills, proving to be a valid, practical, and effective tool for English language instruction.
The purpose of this study was to find out the students speaking ability through TikTok and to find out how the teacher assess students speaking skill through TikTok application.The researcher conducted this research because the researcher found several problems in the process of learning English. The problem of this research was although some students were still low motivation to speak English. The second problem was some students capability pronunciation was low, students get difficulties to pronouncing words that are different from the written words. This research, the researcher used mixed method study. Researcher conducted this research at MTSN 1 Payakumbuh. The informant of this research was the English teacher and students at 8th grade in MTSN 1 Payakumbuh. Data collection techniques used in this study were the students speaking score and interviews. The result of this research show that the students score result of the students 810 and 8 11 class and the interview of the researcher with the teacher at MTsN 1 Payakumbuh it can be concluded TikTok as a media is good using by teacher for assessing speaking. Based on the students speaking score results by the students it can be concluded that TikTok was good used by the teacher for assessing. Based on the results of interviews conducted by researchers and teachers, it can be concluded that TikTok is good in assessing speaking and the TikTok as a media is also considered to help students to increase creativity and speaking skill
Penelitian ini bertujuan untuk menganalisis kemampuan menulis deskriptif siswa kelas 8 di Pondok Pesantren Ashabul Yamin. Penelitian ini berfokus pada evaluasi konten, organisasi, tata bahasa, kosakata, dan mekanika. Metode kuantitatif digunakan, menggunakan tes menulis yang dinilai oleh dua penilai independen. Sampel sebanyak 27 siswa dipilih dari total populasi yang berjumlah 115. Hasil penelitian menunjukkan bahwa 26% siswa dikategorikan sangat baik, 56% baik, dan 18% rata-rata, tanpa ada siswa yang termasuk dalam kategori buruk atau sangat buruk. Analisis tersebut mengungkapkan bahwa siswa menunjukkan konten deskriptif dan penggunaan kosakata yang kuat tetapi menghadapi tantangan dengan organisasi, tata bahasa, dan mekanika. Kurangnya koherensi dan seringnya kesalahan tata bahasa, terutama dalam bentuk kata kerja dan struktur kalimat, merupakan kelemahan yang menonjol. Temuan tersebut menunjukkan perlunya strategi pengajaran yang terarah untuk mengatasi area ini, termasuk pelajaran tata bahasa yang terfokus, kegiatan membangun kosakata, dan latihan menulis terstruktur. Menekankan pemeriksaan dan penyuntingan sendiri, bersama dengan penggunaan alat digital untuk umpan balik langsung, dapat lebih meningkatkan keterampilan menulis. Studi ini menggarisbawahi pentingnya pendekatan komprehensif untuk mengajarkan penulisan deskriptif, dengan mengintegrasikan alat interaktif dan teknologi untuk mendukung pembelajaran siswa. Wawasan ini memberikan implikasi berharga bagi pengembang kurikulum dan pendidik dalam konteks pendidikan yang sama, yang bertujuan untuk meningkatkan kemahiran menulis siswa dan keterampilan bahasa secara keseluruhan.
This research was aimed to discover the effect of using ESA (Engage, Study, Activate) on students’ reading comprehension in descriptive text at the first grade of Tsanawiyah or junior high school. It was done at Sumatera Thawalib Islamic Boarding School Parabek. The researcher found some problem, there were the students have difficulty in comprehending the English text. They did not comprehend the text because they had limited vocabularies. Because of that the students did not acquire the good score. Then, the teacher used the conventional method, the teacher centered, to explain the lesson. It made the students did not get an enough attention in learning process. This research used experimental research with quasi experimental design by using pre-test and post-test experimental and control group design. The population of this research was eleven class at first grade students in Sumatera Thawalib Islamic Boarding School Parabek, consist of 329 students. To determine the sample the researcher used simple random sampling. The samples were 1.5 as the experiment class and 1.6 as the control class. The data were gotten from the result of students’ reading comprehension in the pre-test and post-test through multiple choice task. The result of the research indicated that the score of students in post-test was higher than the score of pre-test in experimental class. The mean score of pretest was 42.14, where the mean score of students’ post-test was 59.31. It means that ESA (Engage, Study, Activate) method gave contribution on students’ reading comprehension. In addition, from the calculation of the data it showed that the value of sig. (2tailed) was 0.03 lower than 0.05 in independent sample ttest and 0.000 lower than 0.05 in paired sample test. in other words, the alternative hypothesis was accepted, which was there wa significant effect of using ESA (Engage, Study, Activate) method on students’ reading comprehension at the first grade students of Sumatera Thawalib Islamic Boarding School Parabek and there was the difference between the students’ reading comprehension by using ESA (Engage, Study, Activate) to the students taught by using conventional method. It can be concluded that, using ESA (Engage, Study, Activate) gave significant effect for students in improve their reading comprehension.
Gemila Juwana, (2024) : Factors Affecting Students' Reading Comprehension on Descriptive Texts at Second Grade of MTsN 4 Sijunjung Based on the researcher's initial research, it was found that some second grade students at MTsN 4 Sijunjung had been taught about descriptive text but still had difficulty in understanding descriptive text. The researcher formulated the problem in a research question, namely what factors affecting students' reading comprehension on descriptive text? Therefore, the purpose of this study is to find out what factors affecting students' reading comprehension on descriptive text. This research is a descriptive research. The subject of this research is second grade students of MTsN 4 Sijunjung, while the object of this research is students' comprehension in reading descriptive text. The researcher used the Total Sampling technique to take the sample; there were 76 students as samples. To collect data, the researcher used a questionnaire. The questionnaire was used to find out what factors affecting students' reading comprehension on descriptive text. Based on the data analysis, the researcher found that there are factors affecting students' reading comprehension on descriptive text. These factors can be percentage on each indicator, namely lack of fluency in the percentage of 58%, inadequate use of reading strategies in the percentage of 54%, the level of difficulty of the text in the percentage of 68.42%, problems in processing information in the percentage of 67.54%, limited vocabulary knowledge in the percentage of 70.06%, weak verbal reasoning in the percentage of 61.84%, lack of familiarity with the subject in the percentage of 60.52%, problems in recalling information after reading in the percentage of 53.07%.
This research investigated the factors influencing students' motivation in writing descriptive text using the Canva application among 9th-grade students at SMPN 6 Bukittinggi. The research aimed to explore how the use of Canva in writing descriptive texts influenced students' motivation levels. The research employed a descriptive quantitative approach, utilizing a questionnaire as the primary instrument for data collection. Purposive sampling focused on 9th-grade students who utilized the Canva application for descriptive text writing. The collected data were analyzed to determine the factors influencing students' motivation, including motivated behavior, personal and sociocultural factors, classroom environmental factors, and internal factors. Findings indicated that students showed a high level of motivation in writing descriptive text using the Canva application. The majority of students demonstrated strong motivation, as evidenced by their active engagement with Canva and positive responses to the questionnaire. This suggested that integrating Canva into writing activities effectively enhanced students' motivation and engagement in language learning.
This research was due to some problems that were found in one of SMPN in Harau. First, it was found that the students could not write some spelling correctly. Second, the teacher said that the students always complained when they were asked to write. Third, students were lacking of understanding with their own writing and the teacher just used one technique in teaching English. The aim of this research was to find out whether there was significant effect of using Dicto-Comp towards the students’ writing ability. The writer used the quantitative research. The design of this research was experimental research because it has the purpose to know the effect of using Dicto-Comp students’ writing. The writer chose the quasi-experimental research is research that resembles experimental research but is not true experimental research. The writer chose the Pre-test Post-test Control Design, which in this design there were two groups in this research. Experimental group was treated by using Dicto-Comp and the control group which was treated without using Dicto-Comp between pre-test and Jurnal Pendidikan dan Konseling Volume 5 Nomor 2 Tahun 2023 E-ISSN: 2685-936X dan P-ISSN: 2685-9351 Universitas Pahlawan Tuanku Tambusai post-test. The instrument that used in this research was test. The test was writing descriptive text which the students are given several topic and they have to make a descriptive text. The research findings indicates that the result of post-test in experimental class has tobtained (9,281) was higher than ttable (2,00) with degree of freedom (df) = 60. Thus, the alternative hypothesis (ha) was accepted which means that there was significant effect of using Dicto-Comp Technique toward students writing descriptive text ability. Thus, it can be concluded that the intire hypothesis was accepted. It was proved that Dicto Comp Technique could help students in improving and engaging their writing descriptive text ability and Dicto-Comp Technique is recommended to be leased by English lesson in teaching writing descriptive text.
This research was done to find out the effect of using think pair share strategy on students writing ability in descriptive text at seventh grade students of junior high school in MtsS Ashhabul Yamin, Lasi Tuo. The background of this research was based on the students problems in writing ability when learning English. First, most of the students said writing was difficult to understand. Second, many of the students still had limited of vocabulary. Third, some of the students were difficult to writing the good sentences. In this research, the researcher used quantitative method with quasi-experimental research design by comparing two classes. The population of this research was the seventh grade students of junior high school at MTsS Ashhabul Yamin, Lasi Tuo, namely 7.6 as experimental class with consist 28 students and 7.9 as control class with consist 27 students. The instrument of this research was writing test. The data was analyzed by using paired sample t-test and independent sample T-test in SPSS 22. The result of the research indicated that there was significant effect of students writing ability between the students who were taught by using think pair share strategy and without using paragraph shrinking. It can be seen from p-value which was smaller than the alpha value(0,0000,05). From the result of the data, it can be concluded that, using think pair share strategy gave significant effect of writing ability in descriptive text .
ABSTRACT Nabila Nada Islami, 2318001. The Effect of Using The Power of Two Strategy on Students Reading Comprehension on Descriptive Text at 1th Grade of SMA N 1 PANGKALAN. A Thesis, Islamic University of Bukittinggi, 2022. This research was done due to several problems found: The students ability in reading comprehension was low, the students had low motivation to read the text, and then the students were not interested in learning reading in the classroom, they did not pay attention to the teacher’s explanation. The Power of Two Strategy is related to this problems because the power of two strategy is a part of active learning which is the best way to improve students learning activity. This research was an experimental research. The researcher chose quasi experimental design by using the experimental class and control class. The population of this research was 1 th grade of SMA N 1 Pangkalan. The sample was X MIPA 1 which was as experimental class and taught by using The Power of Two Strategy and X MIPA 2 was treated as control class and taught by using Scientific Learning Approach. To determine the sample, the researcher used cluster sampling because the class have similar characteristic in score of reading test and have similar problems in reading comprehension. To analyzed the data, the researcher used Liliefors test for normality test. Then to hypothesis, the researcher used T-test and Based on the output of Test Statistics, the result of post-test in both classes showed that the obtained significant value or sig. (2-tailed) was 0.000. It means that alternative hypothesis was accepted and the two tailed significant showed that p0.05 (p=0.000). It can be concluded that there was significant differences of students reading comprehension who were taught by using the power of two strategy. In other words, null hyphothesis was rejected and alternative hypothesis was accepted. The result is also indicated by the mean of experimental class post-test score was (85.86) is bigger than the control class post-test score was (61.86). It means that the students who are taught by using the power of two strategy better than the students who are not taught by using the power of two strategy. To sum up, the power of two strategy has a significant effect on reading comprehension on descriptive text at 1th grade of SMA N 1 Pangkalan.
ABSTRACT Arrom Kenanga Oston, 2315049, The Effect Of Using Dicto-Comp Technique toward Students’ Writing Ability In Writing Descriptive Text at 8th Grade of SMPN 3 HARAU. A thesis, Islamic University of Sjech Djamil Djambek Bukittinggi, 2022 This research was due to some problems that were found in SMPN 3 Harau. First, it was found that the students cannot write some spelling correctly. Second, the teacher said that the students always complain when they were asked to write.Third, students are lacking of understanding with their own writing and the teacher just use one technique in teaching english. The aim of this research was to find out whether there was significant effect and different of using dicto-comp towards the students’ writing ability. The researcher used the quantitative research. The design of this research was experimental research because it has the purpose to know the effect of using dicto-compon students’ writing. the researcher chose the quasi-experimental research is research that resembles experimental research but is not true experimental research.researcher chose the Pretest Posttest Control Design, which in this design there were two groups in this research. Experimental group was treated by using dicto-comp and the control group which was treated without using dicto-compbetweeen pretest and posttest. The researcher chose VIII 1 as the experiment class and VIII 2 as the control class because both VIII 1 and VIII 2 class have the same ability in writing and are taught by the same teacher. The instrument use in this research was test.The test was writing descriptive text which the students are given several topic and they have to make a descriptive text. The research findings indicates that,the result of post-test in experimental classhas t-obtained (9,281) was higher than t-table (2,00) with degree of freedom (df) = 60. Thus, the alternative hypothesis (ha) was accepted which means that there was significant effect of using Dicto Comp Technique toward students writing descriptive text ability.There was significant difference of the students’ writing between the students who are taught by using dicto-comp and the students who are not taught by using dicto-comp and the students who used dicto-comp had better writing decriptive text than the students who are not taught by using dicto-comp. Thus, it can be concluded that the intire hypothesis was accepted. It was proved that Dicto Comp Technique could help students in improving and enggaging their writing descriptive text ability and Dicto Comp Technique is recomended to be lesed by english lesson in teaching writing descriptive text. Key Terms : Writing Descriptive Text, Dicto-comp Technique.
This research was discovered the effect of using Discrete-point task towards students’ writing ability. Most of student got difficulties to organize the generic structure of text. This research used experimental research. The researcher used a quasi- experimental design by using the pre-test pos-test control group deisgn. The population of this research was tenth grade of in SMK Cendana Padang Panjang. The sample was X TKJ.1 which was treated as experimental class and taught by using Discrete-point task and X TKJ.2. The researcher used total sampling technique because the population less than a hundred. From the result of the pre-test and post-test scores of the experimental class, it was found that the t-obtained (8.25) was higher than the t-table (1.960). Then, the calculation of post-test both classes: experimental and control classes was obtained the (3.557) was bigger than t table (1.67). For the third hypothesis, mean score of the experimental class is bigger than control class (77.44> 68.5). There is the effect of descrete-point task towars students’ writing Ability.
