THE EFFECT OF THE TRANSITION-ACTION- DETAILS AND ACTION-FEELINGS-SETTING STRATEGIES ON STUDENTS’ WRITING COMPETENCY AT TENTH GRADE STUDENTS OF SMA N 1 SAWAN
DOI:
https://doi.org/10.23887/jpbi.v1i1.3360Abstract
Penelitian ini bertujuan untuk menyelidiki pengaruh dari strategi pembelajaran Transition-Action-Details (TAD) dan Action-Feelings-Setting (AFS) terhadap kompetensi menulis siswa. Lima puluh dua orang siswa kelas X dari SMA Negeri 1 Sawan dipilih sebagai sampel melalui Cluster Random Sampling. Randomized Pretest- Posttest Control Group Design diterapkan dalam penelitian ini. Prates diterapkan sebelum perlakuan setelah perlakuan, pascates diberikan untuk mengetahui pengaruh dari perlakuan. Dikarenakan desain penelitian adalah Randomized Pretest- Posttest Control Group, nilai prates dan pascates diubah ke dalam gain skor ternormalisasi. Kemudian gain skor ternormalisasi dianalisis menggunakan uji-t. Dari data yang dianalisis secara deskriptif dan inferensial diperoleh rata-rata nilai gain skor ternormalisasi dari kelompok eksperimen X (TAD) sebesar 0,55 dan kelompok eksperimen Y (AFS) sebesar 0,4. Hasil dari uji-t juga menunjukkan nilai tobs adalah 7,081 sedangkan nilai dari tcv adalah 2,06. Penelitian ini menemukan bahwa ada perbedaan nilai yang signifikan antara para siswa yang diajarkan dengan strategi pembelajaran TAD dan siswa yang diajarkan dengan strategi pembelajaran AFS dalam kemampuan menulis. Siswa yang diajarkan dengan strategi TAD memperoleh kemampuan menulis yang lebih baik daripada siswa yang diajarkan menggunakan strategi AFS.Kata Kunci : Action-Feelings-Setting (AFS, Kompetensi Menulis, Transition-Action-Details (TAD)
This study aimed at investigating the effect of the Transition-Action-Details (TAD) and Action-Feelings-Setting (AFS) Strategies on students’ writing competency. 52 students at tenth grade of SMA N 1 Sawan were chosen as the sample through Cluster Random Sampling. The Randomized Pretest-Posttest Control Group Design was implemented in this study. Pretest was administrated before the treatment then after the treatment, posttest was administrated to find out the impact of the treatment. Because the research design was The Randomized Pretest-Posttest Control Group Design, the pretest and posttest scores were transformed into normalized gain score. The normalized gain score were then analyzed by using t-Test. From the data that were analyzed descriptively and inferentially, it was obtained that the mean normalized gain score of Exp. Group X (TAD) is 0.55 and Exp. Group Y (AFS) is 0.4 while, the result of t-Test showed that the value of tobs is 7.081 and tcv is 2.06. This study discovered that there is significant difference between the students taught by using TAD and those taught by using AFS strategies on students’ writing competency, the students taught by using TAD have better writing competency than those taught by using AFS.
keyword : Action-Feelings-Setting (AFS, Transition-Action-Details (TAD), Writing Competency
Published
2014-07-14
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