THE EFFECT OF USING INFOGRAPHIC ON STUDENTS’ WRITING SUMMARY AT ELEVENTH GRADE STUDENTS OF SMKN 3 PAYAKUMBUAH
ABSTRACT Ayu Fitriani, 2314.086. The Effect of Using Infographic on Students’ Writing Summary Skill at The Eleventh Grade of SMKN 3 Payakumbuah in Academic Year 2019/2020. A Thesis, State Islamic Institute (IAIN) Bukitinggi, 2020. This research was due to discover the effect of using infographic on students’ writing summary. It has been done at SMKN 3 Payakumbuah because most of the students of senior high school still encounter problems in mastering English especially writing summary. Most of the students are not able to write English because of personality and language factors. Personality factors such as, they do not know how to what they should write. Only some students understand to write summary and other students just asked to their friend what spelling of word, What the meaning of word. As a result, only some of students can finish write a summary. This research used experimental research. The writer used quasi-experimental design by using the pretest-posttest control group design. The population of this research was the elevent grade of SMKN 3 Payakumbuah. The sample was chosen by using purposive sampling technique were divided into the experimental class and control class. The sample was XI KC 2 which was treated as experimental class and taught by using infographic and XI KC1was treated as control class and taught by using conventional technique. The data was got through pretest and posttest to experimental and control class. to analyze the data, the writer used the normality by using Liliefors test and the homogeneity test by using F test and to test the hypothesis, The writer used t-test formula and consulted the result into t-table with level of the significance ∝ = 0.025 for the first and second hypothesis and (∝) = 0.05 for the third hypothesis. From the result and accounting the pre-test and post-test score of the experimental class, it was found that the t- obtained (2.702) was higher than the t-table (1.673) with degree of freedom(df)= 26+30-2=54 and level of significance (∝)= 0.05/2= 0.025. so that, the alternative hypothesis(Ha) was accepted which means that there was significant effect of using infographic on students” writing summary. Then, the calculation of post-test both classes: experimental and control class was obtained the t-obtained(2.104 ) which was higher than the t-table (2.004 )with the degree of freedom(df)=26+30-2=54 and level of significance (∝)= 0.05/2= 0.025. So that, The alternative hypothesis (Ha) was accepted which means that there is significant difference between using infographic and using conventional. Then, the t-obtained in posttest both classes wa obtained t-obtained (2.104 ) which was higher than t- table (2.004) with degree of freedom (df)=26+30-2=54 and level of significance (∝)=0.05. So that, the alternative hypothesis(Ha) was accepted which means that the students who are taught by using infographic is better the students who are taught by using conventional. So, it can be concluded that the entire hypothesis is accepted. It is proved that using infographic on students’ writing summary can help the students in their writing summary skill.