The use of POW and TREE strategy to improve students’ writing ability of argumentative text: A quasi experimental study at the eleventh grade of SMA Darul Falah Cihampelas in academic year 2015/2016

Malik, Subhan Abdul (2016) The use of POW and TREE strategy to improve students’ writing ability of argumentative text: A quasi experimental study at the eleventh grade of SMA Darul Falah Cihampelas in academic year 2015/2016. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Teaching writing ability can be complicated mainly if teachers do not use appropriate strategy based on what type of text they are going to teach, for example, argumentative text. It results in students’ lack of writing ability which is found in the eleventh grade students of SMA Darul Falah Cihampelas, such as the difficulty in choosing appropriate and interesting strategy to improve students writing ability. One of writing ability strategies namely POW and TREE strategy is considered suitable to improve students’ writing ability of argumentative text. The aims of this research are to describe 1) the students’ writing ability of argumentative text using POW and TREE strategy; 2) the students’ writing ability of argumentative text using Free Writing strategy; 3) a significant difference between students’ writing ability of argumentative text using POW and TREE strategy and using Free Writing strategy. The method adopted in this research was quantitative method in quasi-experimental design. The research was conducted in the eleventh grade of SMA Darul Falah Cihampelas. Two classes were taken as sample using purposive sampling technique; XI MIPA 3 as the experimental class consisting of 30 students and XI MIPA 5 as the control class consisting of 30 students. The data collection used in this research were writing ability of argumentative text pre-test and post-test. The result of this research was in reference to the statistical analysis of the mean of post-test score in both experimental and control classes. It confirmed that POW and TREE strategy can improve students’ writing ability of argumentative text. This was supported by the post-test mean in the experimental class (70.13) was greater than the control class (56.73). Then, the result of t-test showed the calculated value of tcount was 4.527 and ttable with significance level 5% was 2.001. It indicated that tcount was greater than ttable (4.527 > 2.001 = tcount > ttable). Thus, it proved that research hypothesis (Ha) was accepted to mean there is a significant difference between students’ writing ability of argumentative text using POW and TREE strategy and using Free Writing strategy. The further result showed that the N-gain calculation in experimental class (0.35 or “average”) was greater than the control class (0.13 or “low”). Then, it was clear that the students’ writing ability of argumentative text improvement using POW and TREE strategy was more significant than the students’ improvement using Free Writing strategy. Based on the results in this research, POW and TREE strategy can be applied in teaching writing ability of argumentative text.

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