Year: 2016
Type: article
Study design: Clinical Trial
Abstract: Writing is an important language skill that must be learned by students. However, it is a complex process that makes many students have difficulty to generate ideas or struggle with brainstorming. As the result, their composition is not coherent and unity. POWER strategy can be used to help students’ in doing the process of writing. The objective of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not. The quasi-experimental method was used. Purposive sampling technique was used to select the sample. The written test was used as an instrument. The t-test was used to analyze the data. Based on the data, it was found that tobtained (3.511) was higher than ttable (1.966), and pvalue (0.000) was lower than αvalue (0.05) It meant that null hypothesis (Ho) was rejected and consequently the alternative hypothesis(Ha)was accepted. Hence, there was a significant difference in writing achievement between students who were taught through POWER strategy and that of those who were not
Source: Language and Education Journal
DOI: 10.52237/w9jmgq14
Authors: Reka Tia Susanti, Fitri Novia
Institution: Universitas Islam Ogan Komering Ilir
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4412656129