M DANIAL ROSIS, 2201412003 (2019) INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE TEXT THROUGH VISUAL-SPATIAL INTELLIGENCE STRATEGY. Under Graduates thesis, UNNES.

Preview

PDF (INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE TEXT THROUGH VISUAL-SPATIAL INTELLIGENCE STRATEGY) - Published Version Download (715kB) | Preview

Abstract

For the sake of communication, the way people communicate nowadays is not only from speaking, but from a written form as well. According to Harmer (2011:4), writing is used for a variety of purposes and produced in many different forms. They can communicate through their writing in many forms of text according to its aim. This research aims to find out the effectiveness of Visual-Spatial Intelligence Strategy in teaching writing descriptive text of the seventh grade students. A further concern of this study is to investigate the significant difference of writing achievement between the group that is taught by visual-spatial intelligence strategy and another group that is taught by verbal-linguistic intelligence strategy. In developing students’ writing ability based on this intelligence, there are some techniques that can be implemented such as writing based on picture clues. The writer used quasi-experimental design in this research. The population of this study was the seventh grade students of SMP Negeri 1 Wonopringgo in the academic year of 2017/2018. Meanwhile, the sample consisted of 64 students from two classes. The writer used cluster random sampling in choosing sample. The study was started by conducting pre-test. In pre-test, students were asked to write descriptive text for thirty minutes. Meanwhile, in treatments section, the experimental group (7-4) was taught by visual-spatial intelligence strategy, while the control group (7-5) was taught by verbal-linguistic intelligence strategy. Then, after giving the treatments in both groups, the writer give the post-test. The students were asked to write descriptive text. The result analysis of the quantitative data showed that the mean scores of the experimental group increase from 59.37 to 74.64. Then, the t-test showed that sig 0.0002 < 0.05. it can be concluded that the working hypothesis is accepted. It means that there is a significant difference of effectiveness and learning achievement in writing descriptive text of students who are taught by visual-spatial intelligence strategy. Therefore, the visual-spatial intelligence strategy is effective and convenient for students to improve their achievement in writing descriptive text. The writer expect this experimental research can be used as reference to improve students’ writing skill in other forms such as narrative, procedure or reports

Actions (login required)

View Item