1
WRITING ABILITY AT EIGHTH GRADE OF JUNIOR HIGH SCHOOL 1 PAINAN
THESIS
Submitted in partial fulfillment as one of the requirements for undergraduate program in English Education the Strata one (S1) Degree
Written by: Assri Malona
1314050183
DEPARTMENT OF ENGLISH TADRIS
FACULTY OF ISLAMIC EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN )
DEDICATION
I dedicate my thesis for my beloved parents; Asnidar and Ali Abakri S.Pd thank you to your affection and your sacrifice. You always give me motivation, spirit, love and give the best for me. Thank you for everything. Nothing words can
express this because I don’t know words that can describe what you did for me and make me happy with everything that you give for me until now. You are the best parents in the world. I love you so much. I know that you have been waiting for my graduation and you are the reason why I need to finish this thesis. I promise that I will make the best for you.
For my older sister, Musrina Netri S.Pd thank you to be my motivator in every condition, your words make me realize that there is no result without effort. I am glad having you as my sister because I can tell my difficulties in every steps that I passed before I finish this thesis. For my second sister Muslina Nesti S.Pd thank you to your advice and your kindness to help me when I am feeling down, you can take me to get smile by using some sentences that sometimes I do not
understand what you are talking about. But it can makes me happy and I am happy having you. For my good brother Muhammad Gany thank you to be nice brother, you are my handsome boy. I am really happy having you because you
always give me support with different way. Thank you to be my brother. Thank
you to Bambang Putra Niko S.Pd (my older sister’s husband), my beautiful princess Olivia Coneta (my older sister’s daughter) you are my great motivation to
go back home every week. Right now I will finish my graduation to be able see you everyday. I love you all.
Padang, 25 August 2017 researcher
ABSTRACT
Assrimalona, 2017. “ The Effect of Pow Tree Strategy Toward Students’ Writing Ability at Eighth Grade of Junior High School 1 Painan.
There were many students’ difficulties in writing that the researcher found such as the students got some difficulties in delivering ideas that should be conveyed in writing, they were low in arranging the sentences well in their writing concisely, they also worried about grammar and vocabulary.
Therefore, it needs an appropriate strategy to help students’ difficulties in writing. The strategy is Pow Tree strategy. In this study the researcher used Pow Tree strategy as a strategy that used to teach in experimental class. The purpose of this research is to identify whether Pow Tree Strategy gives significant effect on
student’s writing ability at eight grade in Junior High School 1 Painan.
The population of this research was all of the students at class VIII of Junior High School 1 Painan that consist of 147 students who were divided into five classes. Then the researcher took VIII 3 and VIII 5 as sample that was chosen through cluster sampling. Where class VIII 3 as the experiment class consist of 29 students and class VIII 5 as control class consist of 30 students. The researcher collected the data in form of quantitative by written test only. The test was given to both classes with the same topic. The data was analyzed by using statistical procedures. Ttest was used to analyze the students’ post test score.
The result of this research showed that mean scores of students’ writing in
experimental class (82.52) is higher than the mean scores of students’ writing in
control class (75.27). It means that teaching writing by using Pow Tree strategy
gives significant effect on students’ writing ability. While, tcalcuted (7.795)also
higher than ttable (2.000). It means that the hypothesis was accepted. Moreover,
each components of writing in experimental class was also have significant effect. The component were mostly improve was content with significant different 4.52 and with comparison 24.58 (experimental class) and 20.06 (control class).
Statistically, it showed that teaching writing by using Pow Tree strategy
gives significant effect toward students’ writing ability at class VIII of Junior
ABSTRACT
Assrimalona, 2017. “ The Effect of Pow Tree Strategy Toward Students’ Writing Ability at Eighth Grade of Junior High School 1 Painan.
Strategi yang tidak sesuai yang digunakan oleh guru dalam mengajar writing menjadi salah satu alasan kenapa siswa mempunyai kelemahan dalam menulis. Siswa mendapat beberapa kesulitan dalam menyampaikan ide-ide mereka yang harus disampaikan dalam menulis, mereka lemah dalam menyusun kalimat-kalimat dalam menulis dengan baik dan singkat, mereka juga kesusahan tentang grammar dan vocabulary.
Oleh karena itu, untuk membantu kemampuan menulis siswa membutuhkan sebuah strategy yang sesuai untuk membuat pembelajaran menjadi lebih efektif. Strategi tersebut adalah strategi Pow Tree. Dalam penelitian ini, peneliti menggunakan strategi Pow Tree sebagai sebuah strategi yang digunakan dalam mengajar dikelas eksperimen. Tujuan dari penelitian ini adalah unutk mengidentifikasi apakah strategi Pow Tree memberikan efek yang signifikan dalam kemampuan menulisa siswa di kelas delapan SMP 1 Painan.
Populasi dari penelitian ini adalah semua siswa kelas VIII SMP N 1 Painan yang terdiri dari 147 siswa yang terdiri dari lima kelas. Kemudian peneliti telah mengambil kelas VIII 3 dan VIII 5 sebagai sample yang dipilih melalui cluster sampling teknik. Kelas VIII 3 sebagai kelas eksperimen yang terdiri dari 29 orang siswa dan kelas VIII 5 sebagai kelas control yang terdiri dari 30 orang siswa. peneliti mennggunakan bentuk quantitative dalam melengkapi data dengan tes menulis saja. Tes telah diberikan kepada kedua kelas dengan topic yang sama. Data telah diamati dengan menggunakan procedur statistic. Ttest digunakan untuk
menganalisa post test siswa.
Hasil dari penelitian ini menunjukkan bahwa rata-rata siswa dari dikelas eksperimen (82,52) lebih tinggi dari rata-rata siswa dikelas control (75,27). itu menunjukkan bahwa mengaja menulis dengan menggunakan strategi Pow Tree memberikan efek yang signifikan pada kemampuan menulis siswa. Sementara itu, tcalcuted (7,795) juga lebih tinggi dari ttable (2,000). Itu berarti hipotesis diterima.
Selain itu, masing-masing komponen writing dalam kelas eksperimen juga mengalami efek yg signifikan. Komponen yang paling signifikan yaitu content dengan perbedaan 4,52 dan dengan perbandingan 24,58 (kelas eksperimen) dan 20,06 (kelas kontrol).
ACKNOWLEDGMENT
“In The Name of Allah, the Most Gracious, the Most Merciful
Alhamdulillahirabbil’alamin. Praise to Allah SWT who has given the
health, opportunity, knowledge, and strength to finish the thesis entitled “The
Effect of Pow Tree Strategy Toward Students’ Writing Ability at Eight Grade of Junior High School 1 Painan”. Shalawat and Salam may be upon for Prophet Muhammad SAW, the beloved rasul and the prophet of Allah and the leader of
Islam who had struggle for the glory of the only belief on the earth, Islam ; May Allah blesses him and gives him peace.
This thesis is aimed at fulfilling one of the requirements to complete S1 program at the English Department in Tarbiyah Faculty IAIN Imam Bonjol Padang. Upon completing this thesis, the researcher got unmeasured assistance and helps from parents, supervisors, lectures, and everyone. So that, the researcher want to say thank deeply to the following; the first of all, Dr. Martin Kustati M.Pd
as the researcher’s supervisor together with Dra. Hj Elismawati M.Pd, thanks for
their professional helps, valuable suggestions, command, advice, correction, and times to support resesarcher in completing this thesis and thank you for all of lecturers English Tadris Department IAIN Imam Bonjol Padang.
Then, researcher would like to dedicate her love to her parents, Asnidar and Ali Bakri S.Pd, who supports her fully. It also her sisters Musrina Netri S.Pd and Muslina Nesti S.Pd, and her youngest Brother Muhammad Gany. Special thanks, for her aunt and her uncle Ernita S.Pd and Amrizal. And for Niken Zaramita, Fransisco Ronit, Zaila Alena Amri and Olivia Coneta thank you for everything. Great thank to Uppa that had helped me to pass every situation in the process when I was writing this thesis.
Then, the researcher would also like to say thank to Mrs. Mardalena S.Pd
to carry out the research, and to all the students Eight grade junior high school 1 Painan especially VIII.3 and VIII.5 for their participation on this research.
Finally, the researcher would like to say thanks to her beloved friends that stay with her in the boarding house, all of her friends in English department study program, especially TBI-13. May Allah bless all and give the best in return for all who was participated in writing this thesis. Amin.
The researcher realized that this thesis may be having several weaknesses. Therefore, any comment and suggestion, and criticism are expected to come up, in order to make a great one.
Padang, August, 2017
Assrimalona NIM. 1314050183
TABLE OF CONTENTS
DEDICATION... i
DECLARATION... ii
PENGESAHAN TIM PENGUJI...iii
APPROVAL PAGE... iv
ABSTRACT ... v
ACKNOWLEDGEMENT... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES... xi
LIST OF FIGURES... xii
LIST OF APPENDICES... xiii
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 4
C. Limitation of the Problem ... 5
D. Formulation of the Problem ... 5
E. Purpose of the Research ... 5
F. Significant of the Research ... 5
G. Definition of the Key Terms... 6
CHAPTER II REVIEW OF RELATED LITERATURE A. Theories 1. Definition of Writing ... 7
2. Components of Writing ... 9
3. Process of Writing ... 10
4. Teaching Writing ... 12
5. Writing Assessment ... 14
B. The Concepts of Pow Tree Strategy 1. Definition of Pow Tree Strategy ... 16
3. The Advantages of Pow Tree Strategy ... 21
4. The Disadvantage of Pow Tree Strategy... ... 23
C. Relevant Studies ... 23
D. Conceptual Framework ... 25
E. Hypothesis ... 26
CHAPTER III RESEARCH METHOD A. Research Design ... 27
B. Population and Sample ... 29
C. Place and Time Research ... 34
D. Procedure of Research... 34
E. Types of Data... 37
F. Technique of Data collection ... 37
G. Technique of Data Analysis ... 38
H. Instrumentation... 40
CHAPTER IV FINDING AND DISCUSSION A. Research Finding... 42
1. Description of the Data... ... 42
2. Data Analysis... 43
3. Inferensial Data Analysis... ... 52
B. Discussion... 56
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 59
B. Suggestion... .... 60
REFERENCES... .... 61
LIST OF TABLES
2 Indicator of Writing Based on Jacob’s Theory…... 14
3.1 Research Design………... 27
3.2 Procedures of the Research...………….. 28
3.3 The Population of Class VIII Junior High School 1 Painan Academic Year 2015/2016………... 29
3.4 Normality and normal of homogeneous of population…………... 30
3.5 Sample of research………... 34
3.6 The Application Phases of Research………... 35
3.7 Blue Print of Writing Test………... 40
3.8 Sample of Instrument in Giving Writing Test……….... 41
4.1 The Score of Writing Test of Experimental Group and Control Group... 43 4.2 The Interval Data of Experimental Class VIII 3... 44
4.3 Calculation Process of Mean and Standard Deviation of Writing Test Experimental Class... 45 4.4 The Interval Data of Control Class VIII 5……... 47
4.5 Calculation Process of Mean and Standard Deviation of Writing Test Control Class………... 48 4.6 The Calculation Of Comparison Of Means Post-Test Of Experimental And Control Class In Content, Organization, Vocabulary, Language Use And Mechanic………... 50 4.7 The Result of Testing Normality Writing Post-Test ……... 53
LIST OF FIGURES
1 Conceptual Framework... 25
2 Diagram of the Interval Data of Post Test Score Of Experimental Class...
45
3 Diagram of the Interval Data of Post Test Score Of Control Class...
LIST OF APPENDICES
Appendix 1 Preliminary Score of Class VIII in Junior High School 1
Painan ………... 63
Appendix 2 The Distribution of Students’ MID Test…... 64
Appendix 3 Normality and Homogeneity of Population... 65
Appendix 4 Blue Print of Writing Test ... 71
Appendix 5 Lesson Plan………... 72
Appendix 6 Students’ Writing Score of Experimental Class……... 168
Appendix 7 Students’ Writing Score of Control Class……...……... 169
Appendix 8 Calculation Process of Mean And Standard Deviation of Writing Test Experimental Class……….. 170 Appendix 9 Calculation Process of Mean And Standard Deviation of Writing Test Control Class... 171 Appendix 10 Normality and Homogeneity of Experimental and Control Class ... 172 Appendix 11 The Calculation of Mean and Standard Deviation of Experimental and Control Class……... 175 Appendix 12 The Calculation of Comparison of Means Post-Test of Experimental And Control Class In Content, Organization, Vocabulary, Language Use And Mechanic... 178 Appendix 13 Example of students’ writing ... 179 Appendix 14
Appendix 15
Documentation... T-table...
CHAPTER I
INTRODUCTION
A. Background of the Problem
Writing is a very essential skill in learning English, because it
facilitates the students to master the written skill. By writing, the students are
admitted to express their ideas in written form. Writing is also defined as a
product from the writer’s knowledge of grammatical and lexical achievement.
Writing is a significant skill which is important for the students to be achieved
in learning English. Writing is a production of the writer’s ideas into written
form. The role of writing as one of communication device between the writer
and the text is used to express their thoughts in the written form. In writing,
the writer reveals cognition and thoughts in their writing. Then, the writers
also can deliver their ideas, meanings, and any other understandings in writing
form.
Generally, the process of writing is started by finding the ideas and
developing it into writing completely. Then, writing is also done to write
down their feelings, ideas, expression in the process of writing. For getting the
goal of writing, the students in the school should have good writing activity.
The students must know that writing is very important for their education
field. Thus, for getting the goal of writing to express their ideas in written
form, the students should have good writing ability.
Writing skill is different from the other skills. In writing, all ideas and
pay attention some aspects. First, they need to consider about the choice of
words in expressing their ideas. Second, in writing, the writer also considers
about the word spelling, the grammar, and punctuation for producing good
written. Then, another aspects which are important in writing are the unity and
coherence. A writing can be mentioned as a good written if they have unity
among the ideas in it. Then, coherence is a relationship and arrangement
among the ideas at paragraphs in writing. Those aspects are very important to
produce a good writing.
Based on the curriculum (K-13), it is known that the students are
demanded to have good achievement in writing. It means that writing is
important in teaching and learning English which should be mastered by the
students. Therefore, students have to be able improve their writing
achievement and also study about the aspects which is needed to produce a
good writing. In addition, writing makes students active to learn and deliver
their ideas into written form. The goal of teaching writing is to make the
students are able to have good achievement in writing.
In contrast at the field, based on the researcher’s preliminary
observation at SMPN 1 PAINAN, there were many students’ difficulties in
writing that are found by the researcher. Most of the students low in writing.
The difficulties of writing appeared when the students are writing. First, the
students got some difficulties in delivering ideas that should be conveyed in
writing. It is happened because they were low in developing their thinking in
writing. Second, the students were low in arranging the sentences well in their
is proved when the students are writing, they did not consider about the
correct grammar and precise punctuation. Thus, the students must think
carefully to make their writing becomes better. They are not drilled to make
writing by themselves. It made the students have low achievement in writing.
These are students’ product in recount text.
Based on the problem above, teachers should find and apply a good
achievement in writing. Teachers should use an effective strategy in order the
writing process runs successfully. Thus, teachers have a big role in finding and
applying an interesting strategy to make students are able to write.
For these cases, teachers should teach students by using various
strategies in order to stimulate students in writing. Some of the strategies that
can be used in teaching writing are Quick Write, Identifying, Wordless Picture
Books, and Pow Tree strategy. Quick Write is a strategy which prepare the
students the to write quickly based on the certain passage that has been
discussed. Then, Identifying strategy leads the students to write based on the
identification which they made about the object which will be written. While,
wordless picture books is a strategy in which the students do writing based on
the wordless picture. Meanwhile, Pow Tree Strategy is a strategy which leads
the students to put their ideas before writing. Based on the students idea, they
organize the supporting ideas and then lead the students till they have good
writing.
B. Identification of The Problem
Based on the researcher previous observation in SMPN 1 Painan at
eighth grade students, the researcher found the problems related to the
students’ writing ability. First, the students do not have idea to write to
support content. Second, they were lack of grammatical structure. Many
students were lack in grammatical, they were difficult to arrange the words
suitable the structure. Third, the students could not write well in English. It
proved in their spelling. The students still difficult to write in English so they
spelling of Indonesian language and English are very different. Fourth,
because limited vocabulary, they still difficult to convey their ideas in written
form. Fifth, class atmosphere was the next problem of student cannot write
well. It will be better if the teachers are able to create the class atmosphere
become energetic, active and creative.
C. Limitation of the Problem
Based on the identification of the problem above, the researcher
focuses on writing ability to be solved in this research. Here, researcher limits
the research on Pow Tree Strategy to know whether Pow Tree Strategy gives
significant effect of student’s writing ability.
D. Formulation of the Problem
The formulation of this research is formulated in the following
question: “Does Pow Tree strategy give significance effect on students’
writing ability?”
E. Purpose of the Research
The purpose of this research is to identify whether Pow Tree Strategy
gives significance effect on student’s writing ability. Beside that, this research
also aims to find whether the students have progress in their writing after the
teacher uses Pow Tree Strategy in teaching writing or not.
F. Significance of the Research
By doing this research, researcher hopes that Pow Tree Strategy gives
the contribution for the teacher, the students, the reader, and the researcher.
First, it is used for the teacher to analyze the students’ difficulties in writing.
into written form. Third, for the reader it is useful to know how to analyze
students’ ability in writing. Forth, for the researcher, this study will be one of
her learning in finding whether Pow Tree Strategy give significance effect on
student’s writing ability.
G. Definition of the Key Terms
The key terms of this research are defined as follow:
1. The effect is change, result or direct consequences that cause of an
activity or phenomenon.
2. Pow Tree is a strategy that can help the students in writing.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Writing
1. Definition of Writing
Writing is a skill that can be defined as an exploration of any thought
or anything to be formed in writing. There are some experts who have
different statements about the definition in writing. Some of them will be
mentioned in this chapter. According to Coulmas (2003:19), writing is
visible. It is a form of communication created by the hand and appealing to
the eyes. Thus, this definition states that writing is a very important
process that has meaning in communication. By writing, the students can
also have knowledge about good structure to make a fine writing. Also,
writing is a medium for the students to organize their thoughts in an
excellent way in writing. Thus, it can be said that writing is a significant
skill that must be had by the students.
Otherwise, Nunan (2003:88) defines that writing is the mental work
of inventing ideas, thinking about how to express them, and organizing
them into statements and paragraphs that will be clear to a reader. It means
that writing is an activity that forms the students to have good concept
about their ideas and express it into written form. By writing, the students
expressions in writing. Thus, writing is an activity to make the concept of
students thinking into written form.
In addition,West (2016:8) states that writing is energizing when you
connect with kindred spirit. In this case, students can be more creative
when they can connect with their friends. It also help them how to produce
their ideas, opinion, and feeling become words. It is one of an art form that
stimulate students motivation to write a sentence or paragraph. But the
most important of writing is the writer knows what should be written and
expressed in producing their writing.
Moreover, Atlee (1998: 4) proposes that writing can be defined that
writing is related to thinking and oral language. It means that the term of
writing can be understood as thinking and oral language to include the
ideas into writing order. When writing, the writers ground the ideas to
communicate, though powerful in the sense in writing itself. Thus, it can
be said that writing is related to explore the ideas into writing form.
In my opinion, writing is the thinking process that expresses the
ideas, thought, information, opinion, feeling, or message that is delivered
by the writers to the readers in written form such as sentence, paragraph,
and essay on the paper or electronic media. The essay which has been
produced by the writers usually talks about a topic. Then, the topic will be
developed to be a complete written. By doing it, the process of writing
happens when the writers deliver their ideas in written form. Writing also
can be said as an activity which exposes the writers’ ideas, thoughts,
2. Components of Writing
According to Jacobs (1981:31) there are five components in the
profile of writing.
a. Content
The measure of the content of written product is not easy to do.
In order to make the teacher or evaluator simple to count it, he
applies several descriptors: knowledge, substantive, through
development of thesis, relevant to assigned topic.
b. Organization
In organization there are descriptors that have to take in good
written text. They are fluent expression, idea clearly/supported,
succinct, well-organized, logical sequencing, cohesive.
c. Vocabulary
The good writers have increased their vocabulary for their
writing’s quality. But it is not enough without choose the correct
vocabulary that appropriate with the text. So Jacobs (1981) states
vocabulary into four description: sophisticated range, effective
word/idiom choice and usage, word from mastery and appropriate
register.
In writing evaluation, language use consist of eight description:
effective complex construction, agreement, tense, number, word
order/function, articles, pronouns and prepositions.
e. Mechanics
Mechanics are descriptors about descriptors about spelling,
punctuation, capitalization, paragraphing and handwriting in written
product.
3. Process of Writing
The writing process presents students with a step by step procedure
that leads to the completion of a piece of writing. According to Oshima
and Ann (1991:3), writing has four main stages in its process, they are:
pre-writing, planning, writing and revising drafts, writing the final copy to
hand in. First, in pre-writing stage, the writer chooses and organizes
thoughts to be written, generates ideas about the topic itself, identifies the
purpose and audience, and selects a format for their writing. Next, in the
planning stage, or it can be said as the outlining, the writer is ready to
organize the ideas which is generated by brainstorming. Third, writing and
revising drafts stage has some steps to be done by the writer, they are:
writing the first Rough Draft from outline, revising content and
organization and proofreading the second draft or Grammar and
Mechanics. finally, in writing the final copy, the writer should make all the
writing, the writer should write by following the four stages above. Those
stages guide the writer to produce writing as its rule.
Moreover, Atlee (1998:7) states that some steps in writing process
such as writing, drafting, revision, editing and publish. First,
pre-writing, in this activity, the writer must collect ideas, choose a type of
writing, and organize all ideas to talk in their writing. Second, drafting is
done to write your paragraph or essay from start to finish. This step can be
made easier by using some notes or write freely about the ideas as they
flow into our mind. Next, revision is useful for reviewing structure and
content in its writing. Also, in this step, the writers must check what they
have written. Then, at editing session the writers need to correct errors in
spelling, capitalization, punctuation, and grammar. Final, in publish
session the writer write a final draft that includes all revisions and editing
changes and writer can add any other elements, such as illustrations, if
needed. Thus, in writing process, the students are asked to put ideas into
draft, then based on the draft, the writing is constructed and finally check
the writing for final correction.
According to Harmer (2005:4) there are four processes must be
followed by the students in writing, such as planning, drafting, editing, and
final version. First, the writer plans as the introduction stage, in which in
this stage teacher stimulate students to prepare writing process. It is
pre-writing stage which leads student to use their critical thinking by using
brainstorming, or pre-writing strategies. Secondly, drafting as the first
writing and are not pre-occupied with grammatical accuracy or the
neatness of the draft. Third, there is an activity for editing (reflecting and
revising). It is useful for erasing the ambiguous or confusing words and
then move paragraph around or write a new introduction, use a different
form of words for a particular sentences. Finally, this is a final version of
writing after following those steps above. There are some steps which are
necessary to be done in the process of writing. It is useful as a guidance to
produce a good writing.
Based on the explanation above, it can be reviewed that the writing
process describes about the ways in producing a writing. The stages in
writing process are divided into some steps. They are: pre-writing, writing,
revising, editing, and publishing. Whereas, before writing is begun, the
writer must do the pre-writing first, it includes preparation about what will
be written. Then, the writer should start writing. After writing activity is
done, it should be revised and edited. Revising and editing is useful for
seeing whether the writing has done well or not. Then, an important
activity in writing is publishing the writing product. Publishing is very
useful for taking attention and additional advice from the readers.
4. Teaching Writing
Teaching writing is not easy, both teacher and students should give
full concentration on this subject. According to Harmer (2004:4) the
reason of teaching writing for students of English as foreign language
include process of writing content of the writing and the medium. It is
how to replay advertisement and increasingly how to write electronic
media.
Teaching writing to the learners is a job by the teacher. In teaching
writing, a teacher needs to consider some aspects for making the teaching
writing runs effectively. Harmer (2004:22) states that for writing to be
truly accessible, however, it also needs to be both cohesive and coherent.
Coherent is important to make the connection of sentences become a good
paragraph. In teaching writing, the teacher should help the students to
consider about the organizing the sentences become a good paragraph. The
paragraphs should be coherent each other. Therefore, teacher has a big role
to help the students in constructing their writing.
In addition, Nunan (2003:89) proposes that teaching writing began
to include the entire process of writing-invention, drafting, feedback, and
revision-and not just the product. When students are granted time to write
and process their thoughts, they develop a way to analyze their thinking. In
writing, the students prepare a topic to be developed into sentences. The
sentences will be built into paragraphs. These activities activate the
students’ thinking. The way they express their thoughts in written form is
called as the process of writing. For this case, the teacher has to give the
opportunities for the students to activate their thinking in writing.
Moreover, Brown (2001:334) defines that teaching writing
predominantly teachers learned more and more about how to teach
fluency, not just accuracy, how to use authentic texts and contexts in the
how to capitalize on learner’s intrinsic motives to learn. Teaching writing
has a big role to teach students in doing writing. In teaching writing, the
teacher not only helps the students to make their writing, but also helps the
students to fix the correct patterns in their writing. Correct patterns are
necessary to be used in a good writing, it includes to the rule of writing.
Then, the teacher should identify and correct the students’ error in
language system. The teaching writing is hoped to make the students
become good in writing.
Based on the explanation above, it can be said that in teaching
writing, the teacher needs to help the students in producing their writing.
The students perhaps to face some difficulties in constructing ideas and
expressing their ideas in written form. The teacher’s task here is to guide
them in organizing a topic become sentences and put their ideas in writing,
fix the language patterns, and develop their thinking skill. The teacher also
directs the students to combine paragraphs and make them coherent each
other. In other side, the teacher must help the students to repair the errors
in their writing. It is useful for the students in producing their correct
writing.
5. Writing Assessment
The researcher used Jacob’s criteria (1981:90) in scoring the
student’s paragraph because it helped researcher to score the student’s
writing. It can be seen as shown in the following table:
Table. 2
No Components Criteria of each item Score
1 Content Excellent to very good: knowledgeable; substantive; thorough development of thesis; relevant to assigned topic.
Good to average: some knowledge of subject; adequate range; limited development of thesis; mostly relevant to topic, but lack detail.
Fair to poor: limited knowledge of subject little substance; inadequate development of topic.
Very poor: does not show knowledge of subject; non substantive; not pertinent; or not enough to evaluate.
30-27
26-22
21-17
16-13
2 Organization Excellent to very good: fluent expression; ideas clearly stated/supported; succinct; well organized; logical sequencing; cohesive.
Good to average: somewhat choppy; loosely organized but main ideas stand out; limited support; logical but incomplete sequencing.
Fair to poor: non-fluent; ideas confused or disconnected; lacks logical sequencing and development.
Very poor: does not communicate; or not enough to evaluate.
20-18
17-14
13-10
9-7
3 Vocabulary Excellent to very good: sophisticated range; effective word/idiom choice and usage; word from mastery; appropriate register. Good to average: adequate range;occasional errors of word/idiom form, choice, usage but meaning not obscured.
Fair to poor: limited range; frequent errors of word/form choice, usage; meaning confused or obscured.
Very poor: essentially translation; title knowledge of English vocabulary, idioms, word form, or not enough to evaluate.
20-18
17-14
13-10
9-7
4 Language use Excellent to very good: effective complex constructions; few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions.
Good to average: effective but simple construction; minor problems in complex constructions; several errors of agreement, tense, number, word order/function,
25-22
articles, pronouns, preposition but meaning seldom obscured.
Fair to poor: major problems in simple/complex construction; frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions, and/or fragments, run-ons, deletions; meaning confused or obscured.
Very poor: virtually no mastery of sentence constructions rules; dominated by errors; does not communicate; or not enough to evaluate.
17-11
10-5
5 Mechanics Excellent to very good: demonstrates mastery of conventions few errors of spelling, punctuation, capitalization, paragraphing.
Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured. Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraphing; poor handwriting, meaning confused or obscured.
Very poor: no mastery of conventions dominated by errors of spelling, punctuation, capitalization, paragraphing; handwriting illegible; or not enough to evaluate.
5
4
3
2
B. The Concept of Pow Tree Strategy
1. Definition of Pow Tree Strategy
Pow Tree is a strategy that can be used in teaching writing. There
are some experts that have different words to explain the definition of Pow
Tree strategy. According to Westwood (2008:75) Pow Tree is a strategy
that helps the students to write opinion essays. The authors report that this
strategy can be effective with students with learning difficulties. Thus, the
used to make the essay writing. Then, it is a strategy that can help the
students’ difficulties in writing.
Then, Scruggs and Margo (2011:317) define that Pow Tree is a
strategy to develop background knowledge of students to write, the
instructor led a discussion of what good writers do when writing to
persuade. It means that the strategy focuses on developing the students’
background knowledge in writing. The strategy builds the students’
attention to make a good writing. It also guides the students to have good
instruction in writing.
According to Meltzer (2007:232), Pow Tree is a strategy which has
function to increase students attention to the essential component of the
writing task. From the definition above, it can be said that Pow Tree
strategy leads the students to have good attention in writing task. The
strategy guides the students to increase their intention about component of
writing. Thus, the strategy is useful to make the students focus on the
essential components of writing.
Next, Kail and John (2013:12) state that Pow Tree is a strategy that
provides young writers with a general plan for writing and tells them how
to organize their writing in a nicely structured paragraphs. Thus, the expert
supposes that pow tree is a strategy that directs young writers to the plan
about what they will write. Then, they organize their ideas into a good
writing. Furthermore, the strategy lead the students to structure their
Moreover, Shora and Brittany (2016:19) state that Pow Tree Strategy
is a strategy that allows the students to take ownership of their writing by
providing a step by step process for creating a persuasive essay and
monitoring progress. From the definition above, it can be known that Pow
Tree strategy give the students opportunity to write more actively by some
steps that help them in writing. This strategy also guide the students in
writing to create good product.
In addition, the researcher can review that Pow Tree strategy offers
the learning which based on the activities to support the students in
picking up the idea to write. Then, the students are guided to organize the
ideas becomes complete and make notes for developing writing. Then, the
students must give the supporting opinion to enriching their writing. After
that, the students are guided to make the reasons for getting the correlation
among ideas which are existed in their writing. Therefore, Pow Tree
strategy is effective to be used in teaching and learning writing.
2. The Procedures of Pow Tree Strategy
There are some experts that suppose the procedures to apply Pow
Tree strategy in teaching writing at the classrooms. According to
Westwood (2008:75) the procedures of Pow Tree strategy are:
1. Plan your topic or idea to be written
2. Organize your thoughts and make outlines/notes to be written
3. Write to find more ideas
4. Topic sentence-state your opinion
6. Explain your reasons in more details
7. End with good concluding statement
Based on the procedures above, it can be said that Pow Tree
strategy can be started by picking up the topic and ideas to be written.
Then, the writer needs to organize their thoughts and make notes for
briefing what to write. After that, the writers need to state the opinion to
start writing by stating at least three reasons to support the thoughts. Then,
explain the reasons in more detail and have a conclusion statement in the
writing. Thus, there are the procedures that must be done to apply the
strategy in classrooms.
According to Meltzer (2007:232), the steps which can be used in
applying Pow Tree strategy in classroom are:
1. Guide the students to link the general planning ideas to be written
2. Set up the writing outlines to help focus students on writing
3. Students graphed the ideas to progress their writing to get the goals of
writing
4. Finally, the students incorporate transfer task within their writing
Based on the steps above, it can be said that the Pow Tree strategy
is done by starting to teach the students to link up their ideas to be
written. Second, the students should make the outlines to their writing.
Then, the students must develop their ideas to progress their writing.
Besides, Scruggs and Margo (2011:317) state that the process in
applying Pow Tree Strategy in classroom can be done by following the
implementation phases as follow:
1. Pick the idea
2. Organize the notes
3. Write and say more
4. Give topic sentence reason, three or more
5. Give explanations: explain each reason
6. Finally, Ending sentence
Based on the procedures above, it can be known that Pow Tree
strategy can be begun by picking up ideas to be talked in the writing.
Second, it is continued by organizing their thoughts and make notes about
what to write. Third, the writers need to start writing and give more ideas
for the writing. Then, state the reasons to support the ideas. Then, explain
the reasons in more detail and finally end the writing with the best
sentence. Thus, there are the procedures that must be done to apply the
strategy in teaching writing.
According to Mansoor and Rajabi (2015:35), the steps which can
be used in applying Pow Tree strategy in classroom are:
1.Pick my idea
2.Organize my notes
3.Write and say more
4.Topic
6.Explanation
7.Ending
This procedure guide the students from pick the idea or they plan to
write, after that the students need to organize their idea. After that, the
students need to writer their idea and say more about that idea to find
more idea. Next, the students also can add the topic and give some
reasons for that topic. To make the product more detail, the students need
to give explanation more details about that reasons. Finally, the students
can conclude the paragraph. These steps same as Kail and Jhon said
(2013:12). They propose that there are some procedures to implement the
strategy. They are pick their ideas,then organize their notes, next write
and say more, then give topic sentences or tell what you believe, then
state the reasons or tell why you choose the topic, then explain each
reason or say more about each reason and the last is give good ending.
Based on the procedures from the experts above, the researcher used
the procedures from Westwood (2008:75) in the experimental class. The
researcher chosen the procedures by Westwood because it is easy to be
implemented. And it is more interesting to be applied in teaching writing
because it drills the students to organize their thoughts and make some
notes about the idea that they think to be written. After that, the students
are asked to give at least three reasons which support their ideas based on
the topic. Finally, the students will have good concluding statement at the
end of their writing.
Pow Tree is a strategy which has many advantages to help students
in writing. There are some experts that have different words to explain the
advantages of Pow Tree strategy. According to Meltzer (2007:232), Pow
Tree strategy is advantageous for making the students increase their
comprehension to the essential aspect in producing a good writing. It is
because of the function of the strategy which is beneficial to support the
students pay attention to do writing. Because of this reason, the strategy is
good to be implemented in teaching writing.
Then, Shora and Brittany (2016:16) state that Pow Tree will help
the students to remember the parts of a persuasive essay. It can be said that
the strategy can help the students to organize their idea and explain their
thoughts clearly when they are trying to be persuasive.
Furthermore, Westwood (2008:75) state that Pow Tree strategy
helps the students to write down their thoughts into writing. It can be said
that this strategy can be effective with students with learning difficulties.
Thus, the strategy is helping the students to be easy to write. Thus, the
strategy can be used to help the students to be easy in writing.
In addition, Kail and John (2013:12) also state that pow tree make
writing easier. It can be said that this strategy make the students easy to
write when they organize their idea and help them to solve their
difficulties in writing.
Moreover, Scruggs and Margo (2011:317) propose that Pow Tree
strategy is beneficial to develop students’ knowledge for writing. In
knowledge. And the students must get the advance in filling their ideas in
writing. By using the strategy, the students will develop the students’
background knowledge in writing. Thus, the strategy builds the students’
attention to make a good writing. It is very useful strategy for making the
students to write well.
According to Mansoor and Rajabi (2015:35) said that Pow Tree
Strategy taught the students to generate ideas/ sentences relevant to
persuasive essay. It can be said that the students trained to delivering and
also organize their idea in sentences to make good product in writing.
So the researcher can review that Pow Tree strategy is very useful
to ease the students in making writing. The strategy also helps the students
to activate their background knowledge to enriching their ideas in writing.
Also, the strategy gives the students the improvement about the important
aspects in writing. Therefore, Pow Tree strategy is effective to be used in
teaching and learning writing.
4. Disadvantage of Pow Tree Strategy
In my opinion, there is a disadvantage of this strategy. As we
know that mechanics is one of components in writing. Mechanics are
descriptors about spelling, punctuation, capitalization, paragraphing and
handwriting in written product. Unfortunately this strategy does not teach
mechanics of writing. It can bee seen from the procedures of this
strategy. There is no procedure that teach about mechanics in writing.
In this research, the researcher used some relevant studies as guidance
for the researcher in conducting this research. They are as follow:
The first previous research is Fahrizal (2013), entitle “The Effect of
Using Pow and Tree Strategy Toward the Ability in Writing Persuasive Text
at the Second Year Students of MA Asyi Syaffiyah Air Tiris Kampak
Regency ” the result of this research showed that there was an effect of using
Pow and Tree on the students writing ability.
The second previous study is Delgusri Wiyanti (2013) also conducted a
Research by using Pow Tree Strategy entitled “The Effect of Using
Pow+Tree Strategy Toward Students’ Writing Skill at Eleventh Grade
Students of SMA N 4 Padang”. She reported that Pow Tree Strategy gives
positive effect toward students’ mark in writing. The improvement could be
seen from the result of students post test at experimental class after using Pow
Tree Strategy is 77.45. While, the post test in control class after using Quick
Write Strategy is 74.83. and obtained from both class is 0.20 bigger than
t-table 0,016. So Pow Tree Strategy can gives significant effect in students’
writing ability.
The third previous study is Tika Yeardila (2014) also made a research
entitle “ The Effect of Using Pow Tree Strategy in Teaching Writing at XIth
Grade Students of Senior High School” she reported that Pow and Tree
strategy effective to be used to improve students’ ability in teaching writing at
eleventh grade students of SMA N 1 Solok Selatan.
The fourth previous study is Permadi Pasaribu (2016) entitle ” The
Exposition Text” the result of the study showed that t-observed (2.338) was
higher than t-table (1.994) (t-observed > t-table) at the level of significance of
p = 0,05 and the degree of (df) = 68. It can be concluded that applying
Pow+Tree Strategy significantly affects students’ ability in writing hortatory
exposition text, or in other words, the null hypothesis is rejected, therefor the
alternative hypothesis is accepted.
The the fifth previous study is Deborah A.McLaughlin (2004) entitle”
An Assessment of the Effectiveness of the Pow Plus Tree and COPS Writing
Strategies”. She reported that the result of this study showed that instruction
used increase the students’ means score by 2.21 points. It was shown that the
strategies taught helped the students to improve their individual score.
D. Conceptual Framework
The conceptual framework of this study will be described as the follow. It
can bee seen at figure 1.
Figure. 1: Conceptual Framework
The students got some difficulties in delivering ideas that should be conveyed in writing.
The students were low in arranging the sentences well in their writing
The students also worry about grammar and vocabulary
Students’ problem on
writing skill
Teaching writing
Based on the conceptual framework above, it can be understood that in
this research, that the researcher used experimental class and Conventional
class. In Experimental class, the researcher used Pow Tree Strategy that can
help the students more understand in writing. Pow Strategy will help them to
pick up their idea and lead them to organize their idea, make the students can
state more supporting ideas and give good conclusion in their writing. While
in the field, there were some problems in teaching writing. Most of the
students’ score were low in writing. The difficulties of writing appeared when
the students were writing. First, the students got some difficulties in
delivering ideas that should be conveyed in writing. It is happened because Pow Tree Strategy
Conventional Strategy
Procedures of Pow Tree Strategy
Plan your topic or idea to be written
Organize your thoughts and make outlines/notes to be written
Write to find more ideas
Topic sentence-state your opinion
Give at least tree reasons to support that belief
Explain your reasons in more details
End with good concluding statement Procedures of Conventional
Strategy:
The teacher gives
explanation about the text which will be learned
The teacher guides the students to pay attention to the text
The teacher ask the students to write their experience
Post test Compare Post test
they were low in developing their thinking in writing. Second, the students
were low in arranging the sentences well in their writing concisely. Finally,
they also worried about grammar and punctuation. For that, the solution to
solves this problem by changing teachers teaching strategy in writing by
using Pow Tree strategy. The researcher assumes that Pow Tree strategy can
give significance effect in students writing because Pow Tree can help the
students when they are writing especially to express and organize their idea.
After that the researcher gave treatment in experimental class by using Pow
Tree Strategy and teaching by using Conventional Strategy in control class.
Finally, the researcher compared their post test score to know research
finding.
H. Hypothesis
It is hypothesized by the researcher that the Pow Tree Strategy gives
significant effect on students’ writing ability in English.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The design of this research was experimental research. Gay and
Airasian (2000:367) state that experimental research is type of research that
the writer can prove the hypothesis to know the relationship of cause and the
effect. This design had two classes: those were experiment and control class.
taught by Conventional Strategy. To know the effect of the treatment of the
class, the researcher gave same post-test to both of class. In this case, the
researcher used two variables. The variables were Pow Tree strategy as
independent variable and the students’ writing ability as dependent variable.
The purpose of this research was for knowing the effect of teaching writing
through this strategy. The variables in this research can be formulated in table
3.1
Table. 3.1
The research can be designed by using following:
Where:
G1 : Experiment class G2: Control class
Y : Using Pow Tree Strategy at G1 Y : Using Conventional Strategy at G2 X : Students’ writing ability at G1 and G2
In the treatment class, the researcher gave pre-test by asking them a
topic to write. After taking the pre-test score, the researcher gave the treatment
to the class by using Pow Tree strategy and asked the students to write the
different topic. The treatment gave for six meetings, this is supported by Gay
and Arasian (2000:378), they propose that some periods of time are required
for treatment. It is assumed that six meetings will be enough to see the
differences that would arise between the student’s skill in writing before
treating by Pow Tree strategy and after treating by Pow Tree strategy. Then,
Group Independent Dependent
G1 Y X
after treating the class in six meetings, the researcher asked the students to
write the same topics with the previous pre-test by using the steps of Pow Tree
strategy. Therefore, the researcher held eight meetings to see the effect of Pow
Tree strategy toward students’ achievement in writing. In control class the
researcher gave pre-test in the first meeting, after that the researcher taught the
students by using Conventional Strategy for several meeting. Next the
researcher gave post test in the last meeting. The procedures of experiment
class and control class can be seen in the table 3.2
Table. 3.2
Procedures of the research
B. Population and Sample
1. Population the dependent variable before the treatment
Step 2 Treatment
(Pow Tree Strategy)
To influence the dependent variable the dependent variable before teaching
Step 2 Teaching by using Conventional Strategy
the study to be generalized. The population of this research was the eighth
grade of Junior High School Number 1 Painan that consist of 147
Students. Thus, the population of this research can be seen in the table 3.3
Table 3.3
The Population of class VIII Junior High School Number 1 Painan Academic Year 2015/2016
CLASS STUDENTS
VIII 1 30
VIII 2 29
VIII 3 29
VIII 4 29
VIII 5 30
Total 147
Taken from Administration affair of SMPN 1 Painan
Those five classes used SPSS ( Statistical Product And Service Solution) to know the normality and homogeneous data to show the sample was representative. The table below shows the result of normality and homogeneity test.
Table 3.4
Normality of Normal and Homogeneous of Population
Tests of Normality
VAR00 002
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
VAR00001 1 .143 30 .121 .937 30 .075
2 .161 29 .054 .958 29 .289
3 .115 29 .200* .971 29 .587
4 .111 29 .200* .966 29 .456
5 .147 30 .095 .933 30 .058
Tests of Normality
VAR00 002
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
VAR00001 1 .143 30 .121 .937 30 .075
2 .161 29 .054 .958 29 .289
3 .115 29 .200* .971 29 .587
4 .111 29 .200* .966 29 .456
5 .147 30 .095 .933 30 .058
*. This is a lower bound of the true significance.
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
VAR00001 Based on Mean 2.256 4 142 .066
Based on Median 2.037 4 142 .092
Based on Median and with
adjusted df 2.037 4 133.751 .093
After knowing normality and homogeneity test by using SPSS, the
researcher found all classes normal and homogeneity as a population and 147
students as population and homogeneity more than 0.05. Based on the
graphics Q-Q Plot, if the data around and near with the line, it means that data
was normal. After got population, researcher continues the next step to find
the sample of this research.
2. Sample
Gay and Airasian (2000:121) state that sampling is a process of
selecting number of individuals for a study in such away from that they
represent the larger group from which they are selected. In this research,
the larger group was called population. Then, for individual group selected
was a sample.
The researcher used cluster sampling technique in taking the data.
Gay and Airasian (2000:129) also add that cluster sampling is a way to
select sample in groups, not individually but randomly selected. The
researcher chosen two classes that has similarity in ability among the
students in it. So, the researcher took the scores of students in first
semester. After that, the researcher calculated the data to find out the mean
score of each class. After finding out the mean score of those classes,
researcher found the normality of the class. It is done because the
researcher wants to find whether Pow Tree strategy give significant effect
in helping students’ difficulties in writing achievement. In order to see the
significant effect on students’ writing achievement, therefore the
sample, the researcher used the lottery to get classes for the sample, such
as VIII 1 lottery A, VIII 2 lottery B, VIII 3 lottery C, VIII 4 lottery D, VIII
5 lottery E. The all lotteries put in box then the researcher shaken it and
removed the lottery twice, so the samples of this research were the class
VIII 3 as experimental class and class VIII 5 as control class.
Table. 3.5 Sample of Research
No Grade Total of Students
1 VIII 3 (Experimental Class) 29
2 VIII 5 (Control Class) 30
Total 59
C. Place and Time of Research
This research was held in Junior High School Number 1 Painan. The
treatment had conducted at second grade students at second semester. This
research done in eight times meeting in several weeks. The treatment carried
out based on the teaching schedule of Junior High School Number 1 Painan.
At the first meeting, the researcher gave the students pre-test. The next
meeting, the researcher gave the students treatment in experimental class and
without treatment in control class. After six times, the researcher gave
post-test to find out the student’s writing ability. To see whether the application of
Pow Tree Strategy gives significant effect on student’s writing ability, the
researcher compared the result of post-test in experimental class and control
class.
Generally, there are three phases procedures of this research, they are
preparation, application, and the final phase.
1. Preparation
The research used two classes to collect the data, in experimental
class, the researcher taught the students by using Pow Tree Strategy and by
using a conventional strategy for control class. In short, the research proposed
these procedures:
a.Determining the research time
b.Preparing the lesson plan arranged by curriculum.
c.Explaining to the students about the planning in learning process.
d.Preparing the final test
2. Application Phases
The application phases of the research can be seen in the table 3.6.
Table. 3.6
The application phases of the research
Experimental Class Control Class
a. Pre-Activity
1) Teacher greets the students 2) Praying
3) Teacher checks students’ attendance
4) Teacher asks students about the last material
5) Teacher builds students background knowledge
a. Pre-Activity
1) Teacher greets the students 2) Praying
3) Teacher checks students’ attendance
4) Teacher asks students about the last material
b. Whilst-activity
Observing
1) Teacher shows recount
b. Whilst-activity
Observing
paragraph to the students on white board by using cardboard 2) Teacher asks them to read
recount paragraph.
Questioning
1) The students ask the teacher what the text about that they read
2) Students ask the teacher about what is content of the text that they read
3) The students ask the teacher about orientation events and reorientation of the text
Exploring
1) The students plan their topic 2) The students organize their
thoughts and make
outlines/notes to be written 3) Students write to find more
idea
4) Students asked to state their topic sentences
Associating
1) The students write at least three reasons to support their opinion
2) The students explain their reasons more detail
3) Students end paragraph with good conclusion statement.
Communicating
1) The teacher asks the students to make their writing about their last holiday based on the steps that taught by the teacher 2) Teacher asks students to
stick their writing on the wall and ask the others students to correct it.
paragraph to the students on white board by using cardboard 2) Teacher asks them to read
recount paragraph.
Questioning
1) The students asks the teacher about the text that they read 2) The students ask the teacher
about events of the text that they read
Exploring
1) Teacher explains about what is the recount last of last holiday 2) The teacher guides the students
to make an example about recount text
3) The teacher asks the students try to write their last experience in their holiday.
Associating
1) Teacher asks students to change their task, and correct for others own.
2) The teacher gives responses to the entries made by students. 3) The teacher guides the students
to relate the material with the last material
Communicating
1) Teacher asks students to communicate their writing in front of the class
Post- Activity
1) Teacher gives feedback to the teaching process
2) Teacher and students conclude what they learned 3) Teacher informs the next
material.
4) Teacher close the class
Post-Activity
1) Teacher gives feedback to the teaching process
2) Teacher and students conclude what they learned
3) Teacher informs the next material.
4) Teacher close the class
3. Final Phase
The researcher gave the post-test to know the score of the students
after giving the treatment for eight meetings with different topic and it is
based on the syllabus.
E. Types of Data
The researcher collected the data in form of quantitative. The term
quantitative data is used to described a type of information that can be
counted or expressed numerically. This type of data is often collected in
experiments and statically analyzed. Quantitative data can be representative
get from the result of student’s writing test in form of written test.
F. Technique of Data Collection
The research data collected by giving writing test. The data of this
research was students’ scores in post-test of experimental class and control
class. The class conducted for several meetings. In experimental class, the
researcher taught Recount text by implementing Pow Tree Strategy. In this
section the researcher prepared an instructional design for each meeting. After
