THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUE TOWARDS THE WRITING SKILL ON DESCRIPTIVE TEXT OF 10TH GRADE AT SMAN 1 TULUNGAGUNG

SAFARA NANDA KURNIAWATI, 12203183264 (2022) THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUE TOWARDS THE WRITING SKILL ON DESCRIPTIVE TEXT OF 10TH GRADE AT SMAN 1 TULUNGAGUNG. [ Skripsi ]

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Abstract

Nanda, Safara (2022). The Effectiveness of Scaffolding Technique Toward The Writing Skill on Descriptive Text of 10th Grade at SMAN 1 Tulungagung. Fakultas Tarbiyah Dan Ilmu Keguruan. Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Nany Soengkono Madayani, SS, M.Pd Keywords: Effectiveness, Writing, Descriptive text, Scaffolding technique. Writing is a system of communication between humans that uses symbols or language symbols that can be seen and agreed upon by the reader. While writing a descriptive text is important learning for students in 10th grade at senior high school. Writing a description text is part of a writing skill that should also get attention. One technique that will be applied in exercises writing descriptive text is the technique of scaffolding. Scaffolding may be a bridge accustomed connects what students already know with something new that students will master or learn. This study aims to know the effectiveness of the scaffolding technique toward the writing skill of descriptive. This study used quantitative research with a quasi-experimental design. This research was conducted at the SMAN 1 Tulungagung. The data sources of this study were two classes of tenth grade who had drawn to determine the control class and the experimental class. After the draw, class X-MIPA 5 was selected to be the control group, and class X-MIPA 4 was selected to be the experimental group. The instrument utilized in this research could be a test instrument. The form of the test instrument is a descriptive text writing test. Based on the analysis, the pretest values between the experimental class and the control class showed significant differences with means of 66.65 and 68.26. The Posttest scores of the experimental class and the control class showed a difference with a Mean of 82.53 and 67.91. Based on the table, it can also be seen that the average control class decreased slightly by 0.35, while the experimental class experienced a large increase of 15.88. Researchers found that there are significant differences in the ability to write description texts between students whose learning uses the scaffolding technique and students whose learning is without using the scaffolding technique. Overall, the scaffolding technique helps students in writing description texts by paying attention to the suitability of the theme with the content, good spelling, and solid paragraphs to write a good descriptive text. The researcher concluded that Scaffolding in learning to write description texts can focus the problem and can solve the problem gradually so that the desired goal can be achieved. Because the effectiveness of the scaffolding technique can also be seen in the learning process, the technique makes students more motivated and has a high interest because they have teachers and friends who can be problem solvers.

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