INTRODUCTION
Background of the study
The students' ability to use English to communicate in their daily life is one of the important skills that students should have. Based on the description above, the researcher is interested in conducting the research with the following title “The Influence of Guided Writing Strategy on Students”.
Identification of the Problem
Normality test of second meeting of pre-test statements of the experimental group class can be seen on table 4.5. Meanwhile, in the experimental group based on the one sample t-test at the post-test of the.
Limitation of the Formulation
Research Question
The Objectives of the Research
Significances of the research
This study seeks to answer the following question: How did the implementation of a guided writing strategy affect students' ability to write a descriptive text. It is expected that this research can provide the lecturer with an alternative technique to improve students' ability to write descriptive texts using a guided writing strategy.
Definition of Key Terms
Theoretically, this research is intended to contribute to our understanding of the strategies for teaching students to write descriptive texts using a guided writing strategy. The result of this research can be used as a reference for students of the university as a learning and for the lecturers as an indication of the value of the students' ability to write descriptive texts in particular using a guided writing strategy.
LITERATURE REVIEW
- Writing Ability
- Definition of Writing
- Kind of Writing
- Descriptive Text
- The State of Writing Process
- Assessing Writing
- E-Learning Method
- Guided Writing
- Previous Study
- Hypothesis of the Research
- The Conceptual Framework
The Guided Writing Process (GWP) is a three-day method that encourages synthesis and retention of information from one's subject areas (Roberta, 2010). Second, Rizky Padenggan Pane (2019) entitled “Effect of Guided Writing Strategy on Students' Achievement in Narrative Text Writing in Madrasah Aliyah Laboratorium UIN-SU”. This research was conducted to know the effect of using guided writing strategy in English learning Madrasah Laboratorium UIN SU Medan in academic year 2018/2019.
Third, Aliatul Muawanah (2018) titled “Teaching writing descriptive text using guided writing technique in the first semester of the tenth grade of MA Mathlaul Anwar Kecapi Padang Cermin Kabupaten Pesawaran in the academic year 2017/2018”. Sastaparamitha (2020) both studies have the same focus with this research on using guided writing strategy. Third, Aliatul Muawanah (2018), this research is to know and describe the teacher's problems in teaching writing descriptive text using guided writing technique in the first semester of tenth grade by MA Mathlaul Anwar, to know and describe the students' problems in learning to write descriptive text using guided writing technique in first semester of tenth grade of MA Mathlaul Anwar Kecapi Padang Cermin Kabupaten Pesawaran in academic year 2017/2018.
First, the three studies by Afra Himmaturrijal Ismail (2018), Aliatul Muawanah (2018), and Aprilia Imanuri (2019) used the guided writing strategy for writing skills. Sastaparamitha (2020), the three researchers also used a guided writing strategy to determine whether students are able to write a descriptive text.
RESEARCH METHOD
- Research Design
- Population and Sample
- Place and Time Research
- Research Instrument
- The Technique of Collection Data
- Procedure of the Research
- The Technique of Data Analyzing
- Research Timeline
The test of normality of the second meeting of the pretest results of the class of the experimental group can be seen from Table 4.2. The test of normality of the second meeting of the pretest results of the class of the experimental group can be seen in Table 4.6.
RESULT AND DISCUSSION
Result
- Normality of the Data
- The Result of Writing Ability Test
Conducting a post-test for the students in the experimental class to determine the students' final descriptive writing skills 3 times after the treatment. It shows the final work rates of the experimental group after that group received the treatment. The test of normality of the first meeting of the pretest results of the class of the experimental group can be seen in Table 4.1.
The Kolmogorv-Smornov test of the first pre-test of the experimental group class showed that significance was 0.200, since p-values (0.200) were higher than 0.05, it can be concluded that the data obtained was considered normal . The histogram of normal data of first per-test scores of the experimental group class can be seen on figure 1. The histogram of normal data of first per-test scores of the experimental group class can be seen on figure 2.
Normality test of third meeting of pre-test scores of the experimental group class can be seen on table 4.3. The histogram of normal data of first per-test scores of the experimental group class can be seen on figure 3. Test of normality of first encounter of post-test scores of the experimental group class can be seen on table 4.4.
The histogram of the normal data of the first post-test results of the experimental group class can be seen in figure 4. The histogram of the normal data of the second post-test results of the experimental group class can be seen in figure 5. The histogram of the normal of the data of the second post-test results of the class of the experimental group can be seen in figure 6.
Hypothesis Testing Single Subject
- One Sample T-test Analysis Pre-Test
- One Sample T-test Analysis Post-Test
The result of the one sample t-test, t- obtained was 328 at the significant level 0.025 and the degree of freedom 9 and the value of t-table was two-tailed test was 2.262. It can be stated that the research hypothesis (Ha) was rejected and the null hypothesis (Ho) was accepted. It can be stated that the research hypothesis (Ha) was rejected and the null hypothesis (Ho) was accepted.
We can say that the research hypothesis (Ha) has been accepted and the null hypothesis (Ho) has been rejected. We can say that the research hypothesis (Ha) has been accepted and the null hypothesis (Ho) has been rejected.
Diagram Of Pre-Test And Posttest Results For All Meetings
Discussion
In the results of the second session, out of 10 students pre-tested in the class of the experimental group in the second session, there were 0 (0%) students in the extremely good category, 1 (7.8%) student in the good category. was in the fair category, 1 (5.8%) student in the low category and 0 (0%) students in the extremely low category. We can see that the resulting t-score of 328 is lower than the t-table critical value of 2.262. In the test of the effect of the post-test in the experimental group based on the one sample t-test on the post-test of the second meeting, it was found that the mean post-test 2 writing in the experimental group was 73 .1000 with a standard deviation of 8.78699.
In the test of the effect of the post-test in the experimental group based on the one sample t-test at the post-test of the third meeting, it was found that the average writing post-test 3 in the experimental group was 8 45971 .In the results of the third (last) meeting, there were 0 (0%) students in an extremely good category, 7 (7.8%) students were in a good class out of 10 students pre-tested in the experimental group class in the third meeting. category students were in fair category, 1 (5.6%) student was in low category, and 0 (0%) students were in extremely low category. In the test of the effect of the pretest in the experimental group based on the one sample t-test at the pretest of the first meeting, it was found that the mean value of writing pretest 1 in the group Experimental was 68.2000 and std.
In the test of the effect of the pre-test in the experimental group based on the one-sample t-test in the pre-test of the second meeting, it was found that the mean of the pre-test 2 writing in the experimental group was 67.2000 and the std. Meanwhile, in the experimental group based on a sample t-test in the post-test of the second meeting, it was found that the mean of post-test 2 writing in the experimental group was 73.1000 with a std. In the experimental group based on the one-sample t-test in the pretest of the third meeting, it was found that the mean of the pretest 3 writing in the experimental group was 76.9000 and the std.
Meanwhile, in the experimental group, based on the one-sample t-test at the post-test of the third meeting, it was found that the average writing post-test 3 in the experimental group was 8.45971.
CONCLUSION AND SUGGESTION
Conclusion
The one-sample t-test results yielded a t-count of 328 at a significant level of 0.025 and degrees of freedom 9 and the t-table value in the two-tailed test was 2.262. The results of the one sample t-test obtained a t-count of 7.025 at a significant level of 0.025 and degrees of freedom 9 and the t-table value in the two-tailed test was 2.262. The results of the one sample t-test showed that the t-count is 1.454 at a significant level of 0.025 and the degrees of freedom 9 and the t-table value in the two-tailed test is 2.262.
The results of the one sample t-test achieved a t-score of 1.116 at a significant level of 0.025 and degrees of freedom 9 and the value of t-table on the two-tailed test was 2.262. It can be seen that the t-score obtained is 1.116 which is lower than the critical value of the t-table of 2.262. The results of the one sample t-test obtained t-score of 3.010 at a significant level of 0.025 and degrees of freedom 9 and the t-table value in the two-tailed test was 2.262.
It can be seen that the t-score obtained is 3.010, which is higher than the critical value of the t-table of 2.262. The results of the one sample t-test obtained that the t-count is 4,000 at a significant level of 0.025 and the degrees of freedom 9 and the t-table value in the two-test is tail 2,262.
Suggestion
This result can become one of the references to obtain information on the importance of the guided writing strategy and to inspire those who are interested in conducting research studies using the technique. It will also enrich and expand the knowledge of English teaching, especially in improving students' ability to write descriptive texts. The researcher suggests the guided writing strategy method as one of the learning methods for English lessons for students' writing skills, because from the findings of the researchers after the research in STIESNU Bengkulu, this method is very effective in improving the skills of student writing.
Dan metode strategi menulis terbimbing ini juga sangat baik digunakan di berbagai sekolah di Bengkulu khususnya di STIESNU Bengkulu. Penerapan Strategi Guided Writing Procedure (Gwp) Untuk Meningkatkan Keterampilan Menulis Argumentatif Siswa Kelas IV Sekolah Dasar. Peningkatan Keterampilan Menulis Teks Deskripsi Menggunakan Prosedur Menulis Terbimbing Kelas X2 SMK Negeri 1 Batipuh Kabupaten Tanah Datar.
An Analysis of Descriptive Text Writing Skills of Students in Grade Eight of SMPN 7 Tambusai Utara (Doctoral Dissertation, Universitas Pasir Pengaraian). Students' ability in writing descriptive text based on its generic structure in the tenth grade of vocational high school.
