THE EFFECT OF COLLABORATIVE WRITING STRATEGY ON STUDENTS' WRITING ACHIEVEMENT ACROSS DIFFERENT PERSONALITY STYLES AT SMK AL KHOIRIYAH TULUNGAGUNG

RIZA ANISATUL MABRUROH, 12510184026 (2020) THE EFFECT OF COLLABORATIVE WRITING STRATEGY ON STUDENTS' WRITING ACHIEVEMENT ACROSS DIFFERENT PERSONALITY STYLES AT SMK AL KHOIRIYAH TULUNGAGUNG. [ Thesis ]

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Abstract

ABSTRACT ABSTRACT: Mabruroh, Riza Anisatul. 2020. The Effect of Collaborative Writing Strategy on Students’ Writing Achievement Across Different Personality Styles at SMK Al-Khoiriyah. Thesis. Graduate School. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisors: Dr. Dwi Astuti Wahyu Nurhayati. SS, M. Pd. And Dr.Erna Iftanti, S.S., M.Pd. Keywords: Collaborative Writing Strategy, Writing Achievement, Personality Styles. This research was conducted to investigate the effect of Collaborative Writing strategy in teaching writing to students with different personality styles. This is quasy experiment design research using pre-test and post-test. fifty students of eleventh graders SMK Al-Khoiriyah Tulungagung academic year 2019/2020 become subjects of this research. Fifty students with different personality styles took part in this research as the subject of this research. They were twenty six in experimental group and twenty four students in control group. The Eysenck Personality Inventory questionnaire given to find out of the students’ personality style. Post-test were conducted to identify the effect of the Collaborative Writing strategy treatment. The main instrument used writing test to measure students’ writing achievement. After analyzing the data resulting from post-test, it was found that the result of significancy was (sig-value .000 ≤α 0.05) based on this result it could be drawn conclusion that, Collaborative Writing strategy was effective to push the students to comprehend in writing. The data analyzing based on Collaborative Writing strategy across the students’ personality styles found that the level of significant was (sig-value .000 ≤α 0.05), those indicate that there were significant differences score on the students with different personality styles. The result of SPSS computation of two-way ANOVA reveals that the obtained significant value for the interaction effect between Collaborative Writing strategy and personality styles was.776. The result shows significant (sig-value .776 ≤α 0.05). It means that there was no interaction between strategies and personality styles on students’ achievement in writing procedures texts.

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