The Effect Of Discrete-Point Task Towards Student Writing Ability At 10th Grade Of SMK Cendana Padang Panjang In Academic Year 2019/2020

Akmal Rais, 2314128 (2021) The Effect Of Discrete-Point Task Towards Student Writing Ability At 10th Grade Of SMK Cendana Padang Panjang In Academic Year 2019/2020. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

This research was discover the effect of using Discrete-point task towards students’ writing ability at the 10th grade of SMK Cendana Padang Panjang. It has been done at SMK Cendana Padang Panjang because most of the students of Senior High School at SMK Cendana Padang Panjang still encounter problems in mastering English especially writing. Most of student got difficulties to organize the generic structure of text. The teacher still did not use a proper method in teaching writing. This research used experimental research. The researcher used a quasi- experimental design by using the pre-test pos-test control group deisgn. The population of this research was tenth grade of in SMK Cendana Padang Panjang. The sample was X TKJ.1 which was treated as experimental class and taught by using Discrete-point task and X TKJ.2 was treated as control class and taught by using conventional technique. The researcher used total sampling technique because the population less than a hundred. The data was got through pretest and posttest to experimental and control classes. To analyze the data, the researcher used the normality and homogeneity by using SPSS 22. To test the hypothesis, the researcher used t-test formula and consulted the result into t-table for the first, second and third hypothesis. From the result of the pre-test and post-test scores of the experimental class, it was found that the t-obtained (8.25) was higher than the t-table (1.960). So that, the alternative hypothesis (Ha) was accepted which means that there was significant effect of using The Effect of Using Discrete-point task towards students‘ Writing ability. Then, the calculation of post-test both classes: experimental and control classes was obtained the( 3.557) was bigger than t table (1.67).So that , the alternative hypothesis(Ha) was accepted which means that there is significant difference between using Discrete-point task and using conventional technique. For the third hypothsis, mean score of the experimental class is bigger than control class (77.44> 68.5), it means (Ha) was accepted which means that the students’ writing performance that is taught by Discrete-Point Task is better than the students who are taught by using Textbook Task only. So, it can be concluded that the entire hypothesis is accepted. It is proved that the use of Discrete-point task on learning Writing can help the students master the Writing well

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