THE EFFECT OF USING RAFT (ROLE, AUDIENCE, FORMAT, TOPIC) STRATEGY TOWARD ABILITY IN WRITING ANALYTICAL EXPOSITION TEXT AT THE SECOND YEAR STUDENTS OF STATE ISLAMIC SENIOR HIGH SCHOOL (MAN) TEMBILAHAN

Abstrak / Ringkasan

Based on School Based Curriculum (KTSP), writing, as one of the language
skills, should be taught and learned in Senior High School. State Islamic Senior
High School (MAN) Tembilahan is one of the Schools in Tembilahan using it as
the guidance in teaching and learning process. After doing premilinary
observation at MAN Tembilahan, most of the students at the second year had low
ability in writing. Their writing ability was still very far from the expectation of
the basic competence of School Based Curriculum. Thus, the writer is interested
in conductinh the research entitled “The Effect of Using RAFT (Role, Audience,
Format, Topic) Strategy toward Ability in Writing Analytical Exposition Text at
the Second Year Students of State Islamic Senior High School (MAN)
Tembilahan”.
This research has 3 formulations of the problems that how students’ ability
in writing analytical exposition text by using RAFT strategy is; how students’
ability in writing analytical exposition text without using RAFT strategy is; and
whether or not there is any significant effect of using RAFT strategy toward
students’ ability in writing analytical exposition text. The type of the research was
quasi-experimental research. The subject of this research was the second year
students of MAN Tembilahan. In this research, the writer took two classes by
using clustering sample randomly based on groups; experimental and control
class. There were 77 students as the sample of this research from 362 students of
population. In collecting the data, the writer used test and observation list. The
test used was written test. In analyzing the data, the wrier used the regression
formula through SPSS17 version.
Finally, the research found that the significant number was 0.002<0.05.
Based on the significant result above, Ha is accepted and Ho is rejected. Besides,
it can be proved from mean score of students’ writing ability of post-test at
experimental class, 53.74. While students’ writing ability of post-test at control
class was 44.26. Furthermore, the mean score improvement of students’ writing at
experimental class was 14.51 (37%) while in control class was only 5.21 (13%).
In conclusion, there is a significant effect of using RAFT strategy toward ability
in writing analytical exposition text at the second year students of state Islamic
senior high school Tembilahan.

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