THE INFLUENCE OF SELF ASSESSMENT STRATEGY ON STUDENTS’ ABILITY IN WRITING RECOUNT TEXT (Quasi Experimental Research at First Grade of SMA Muhammadiyah 4 in Academic Year 2019/2020)

Harahap, Sinta (2020) THE INFLUENCE OF SELF ASSESSMENT STRATEGY ON STUDENTS’ ABILITY IN WRITING RECOUNT TEXT (Quasi Experimental Research at First Grade of SMA Muhammadiyah 4 in Academic Year 2019/2020). Diploma thesis, IAIN BENGKULU.

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Abstract

This study focussed on the influence of self assessment strategy on students’ ability in writing recount text. The objective of this study was to find out if there is a significant influence of self assessment strategy on students’ achievement in writing recount text. It was conducted by using experimental research design. The population of this study was the first student of SMA Muhammadiyah 4 Bengkulu. Two classes were taken as the sample of this research. The class X IPA was as the experimental group and the class X IPS was as the control group. The experimental group was taught by using self assessment strategy, while the control group was taught by traditional teaching method. The instrument of collecting data was writing test and field note. The result of this study shows that the use of self assessment strategy is effective for students in writing recount text. From the result, the students score of the experimental group in the post test was higher than the students in the pre test. The mean score of post test in the experimental group 71.60 was higher than mean score of the control group 66.13 . it was really good significant effect by using self assessment strategy. The data were analyzed by using t-test formula. The data were collected by giving pre-test and posttest. After giving the treatment, the result of paired sample t-test, obtained that sig. (2- tailed) or the p value was 0.00 from the df 29 and the significance level (α) is 0.05. Since 0.00 is smaller than significance level (α) 5%. The null hypothesis is rejected. In other word, the hypothesis saying that the mean after the treatment is smaller than before the treatment. It means that there is significant influence on students’ writing ability between the students’ who were taught using self assessement strategy and those who were not. So H0 is rejected and H1 is accepted.

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