In the name of Allah, the Most Gracious, the Most Merciful, all praise belongs to Allah SWT. May Allah SWT always bestow mercy, health and blessings in this world and in the hereafter on the good that has been given to the researcher. Kadar, M.Ag., the Dean of the Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau.
Pd., Sekretaris Departemen Pendidikan Bahasa Inggris, telah memberikan koreksi, saran, dukungan, nasehat dan bimbingan kepada saya dalam menyelesaikan disertasi ini. Penelitian ini bertujuan untuk meningkatkan keterampilan menulis siswa melalui penggunaan strategi Power pada siswa kelas VII SMPN 4 Mining. Julita fitria (2022): Penggunaan strategi kekuatan untuk keterampilan menulis siswa kelas tujuh sekolah menengah 4 Tambang.
This study aims to improve writing ability through the use of Power strategy in seventh grade students of SMPN 4 Tambang. The increase can be seen from the increase in the students' scores in the post-test result, the average value of the students' learning scores in the group of experimental class A is 85.11, while for group B it is 51.719. Thus, statistically descriptive, it can be said that the mean difference in student learning outcomes between group A and group B when a force strategy was used in the experimental class, namely class A in the experiment, means that there is a difference between the experimental group and the control group in improving learning outcomes using a strength-in-skills strategy.
The difference in writing and performance levels can be seen for the class using and not using the POWERS strategy, and the very high category is the experimental class and the high category is the control class in the post-examination results.
INTRODUCTION
- Problem of the Research
- Identification of the Problem
- Limitation of the Problem
- Formulation of the Problem
- Objective and Significant of the Research
- Objectives of the Research
- Significance of the Research
- Reasons for Choosing Title
- Definition of the Terms
- writing ability
- Power strategy
During the author's observation, she found that most students in class VII A and VII B in SMPN 4 Tambang had difficulty in writing. There can be considered as the significant difference between the students' writing ability taught with and without the use of power strategy. The first is related to students' written essay assignments. Some students find it very difficult to express ideas in writing, and this was the students' ability to write is not optimal.
Based on the above description, the researcher wants to use the power strategy which can help students develop their writing skills and also significantly different students can use the power strategy in teaching writing skills in the seventh grade of high school 4 Tambang in academia. 2022. The researcher focuses on the use of power strategies for students' writing skills in seventh grade of secondary school 4 Tambang. How was students' writing skills taught without using power strategy in seventh grade of state secondary high school 4 Tambang.
How students were taught writing skills using the power strategy in the seventh grade of Government Junior High School 4 Tambang. Is there a significant difference between students' writing abilities with and without the use of power strategy in the seventh grade of Government Junior High School 4 Tambang. To describe the writing ability of students who were taught without using the power strategy in the seventh grade of Government Junior High School 4 Tambang.
To describe students' writing ability taught using power strategy at seventh grade in State Junior High School 4 Tambang. To find out significant difference in students' writing ability using and without using power strategy. The results of the study allow students to practice power strategy in writing ability by applying power strategy, it is hoped that students can improve their writing ability.
The results of this study are expected to show that teachers can provide a new perspective that when applying power strategies to train writing skills, attention should be paid to the cognitive, affective and self-involvement sides. Writing skills are defined as the ability to use language to express ideas, thoughts, or feelings to others using written language. POWER (Plan, Organize, Write, Edit, and Revise) is an organizational strategy for producing good writing by exploring and strengthening students' ideas throughout the stages of the writing process.
THEORITICAL FRAMEWORK
- Writing
- Powers strategy
- disadvantages of usingPowers strategy
- the significant difference using and without using
- relevant research
- Operational concept
- assumption and hypothesis
Robert (2000) states that POWERS strategy is a learning strategy that can help students with the learning process and solving problems. POWERS strategy was a strategy that helped students quickly organize and explore their ideas once they occurred to them. Richard (2004) defines POWERS strategy as mnemonic strategy that helps students to write through various stages; Prepare, organize, write, edit and revise.
Similarity Graham and Harris (2005:3) explain that one aspect of the POWERS strategy can help writers gain clarity, intention and interest in writing. Kamilasari (2013) argues that the POWERS strategy helps students quickly organize and explore their ideas as they come into their heads. In the post-writing process, sharing (S) is the final stage of the POWERS strategy approach to writing.
Based on the above description, the POWERS strategy approach can be applied to teaching writing at school. Luke (2010) The POWERS strategy as a staging tool is very useful for the students' writing process. The advantage of the POWERS strategy is that it teaches students four different organizational structures for writing.
This means that the POWERS strategy has several levels to help students write more easily based on what students need to write. Englert, at, al (1998) Advantage of the POWERS strategy Students can be taught to use strategies they have developed themselves. Strategies also play a key role in the effectiveness of good readers. Based on the above explanation, it is clear enough that the POWERS strategy in writing is very useful for students.
According to the description above, the POWERS strategy helps students in the writing phase and is also very effective in developing students' ideas in writing because the POWERS strategy is easy to write. Jauch dan Glueck (2000) uses the POWERS strategy, it takes a long time, so teachers often find it difficult to fit it into the allotted time. Based on the description above, the weakness of the POWERS strategy is that it is not easy for the teacher to use the POWERS strategy because it is time.
Furaidah (2017) showed that the POWERS strategy can be used to help students write with has been planned and then they have to finish their writing with the teacher's guidance. Based on the above description, can show that the POWERS strategy really helps the students to write, so there are significant in the students' writing ability when the students use and without using the POWERS strategy in writing.
RESEARCH METHOD
- Time and Location of the Research
- Subject and Object of the Research
- Population and Sample
- Population
- Sample
- Technique of Collecting Data
- Blue Print
- Data Analysis
- Validity and Reliability
- Validity
- Reliability
The subject of the research was the seventh grade students of State High School 4 Tambang. The test was used to measure seventh grade students' research writing ability. In this research, as research data, the writer used the pre-test and post-test results of the experimental and control group students.
3 The text uses correct punctuation, spelling, but fairly large letters, but one of the criteria is weak. Third, the author used t-test to know whether the result of the research was statistical significance. The data was analyzed by using SPSS version16.0 to know whether the result of the research was statistical significance.
According to Good test reliability or test reliability, there is an incorrect condition of the correct test. Good tests must also have high reliability, obtained from questions that have been asked correctly. The use of students' writing skills with the POWERS strategy can be seen from the mean value of the experimental class on the pretest questions of the experimental class, which has a mean value of low category. With this research, it is hoped that students will be able to optimize the use of power strategy method in learning as a reference for improving ideas in writing skills.
It is hoped that related parties, both faculty and students, can benefit from the results of this research. Jauch and Gloek (2000) Strategic analysis for healthcare organizations: the suitability of SWOT analysis.
