Effectiveness of Double Entry Journals Strategies Learning to Write Text Description

Year 2019, Volume: 3 Issue: 6, 167 - 173, 17.08.2019

Raden Ahyar Probogatı Kastam Syamsı

https://doi.org/10.31458/iejes.604879

Abstract

The purpose of this study was to determine
the learning strategies effective double entry to the teaching of writing journals description text in
class VII student. This type of research is
experimental research with a pretest-posttest group control research design. The
isolation in this study was VII grade students of Pulosari 2 Public Middle
School. The research sample was VII-E
students and VII-B class students. The technique of collecting data using a
written test is the skill of writing a descriptive text. The
analysis technique is carried out using the t-test. The
research found that 1) there are differences in effectiveness were
significantly ability to write a text description of the students who take the
learning to use the strategy of double-entry
journals with students who take the learning do not use a strategy
of double entry journals in
class VII SMP Negeri 2 Pulosari. The results
of t-test postest experimental class and control class obtained t _count of 3,445 and p-value of 0,001. The p-value is smaller than
the significance level of 5% (p < 0, 05 ). 2) strategy double-entry journals are effectively
applied in learning to write description text in class VII students of SMP
Negeri 1 Pulosari. The results of the pretest
t-test and experimental class test post which show the
value of t _count of 10.650 and the p-value of 0,000.

Keywords

Learning strategies, double entry journals, writing, description text

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