THE EFFECT OF APPLYING DEMONSTRATION TECHNIQUE ON THE PROCEDURE TEXT WRITING ACHIEVEMENT OF THE TENTH GRADE STUDENTS AT SMAN DARUSSHOLAH SINGOJURUH

Abstract

The demands of communication in the 21st century promote writing as an instrument of communication that plays an important role like oral communication does. The foundation of writing mastery is developed through sustainability in assisting and controlling the students’ writing activities using appropriate teaching technique. One of the instructional techniques that can be used for teaching writing is through demonstration. In the present study, Demonstration Technique is applied to help students strengthen and organize their ideas in chronological order to write a procedure text. This quantitative research applied quasi-experimental research using the design of nonequivalent-group posttest-only. This study was intended to investigate the Effect of Applying Demonstration Technique on the Procedure Text Writing Achievement of the Tenth Grade Students at SMAN Darussholah Singojuruh in the 2015/2016 Academic Year. The respondents of the research were the tenth grade students who were chosen by cluster random sampling using a lottery to have 30 students of Class X-6 as the experimental group and 31 students of Class X-8 as the control group. The primary data of the study were collected from the students’ writing posttest, while the supporting data were compiled from conducting unstructured interview and documentation. Before analyzing the posttest data, normality test was executed to know the normality of the data distribution by using Kolmogorov-Smirnov test. The result shows that the values of significant column of both groups were higher than 0.05 (.200 for X-6 and .139 for X-8) meaning, the posttest data were normally distributed. They were possibly analyzed quantitatively by using Independent Sample T-test on SPSS (Statistical Package of Social Science) program. Based on the output of T-test analysis, the mean score of the experimental group was greater than the mean score of the control group (64.47>54.65). The value of significant (2-tailed) was lower than 0.05 (P0.000<0.05). The result of the calculation shows that the formulated alternative hypothesis (Ha): “There was a significant effect of applying Demonstration Technique on the procedure text writing achievement of the tenth grade students at SMAN Darussholah Singojuruh” was accepted. Therefore, the result of this research was statistically significant. The result of the research gave empirical evidence that there was a significant effect of applying demonstration technique on the procedure text writing achievement of the tenth grade students at SMAN Darussholah Singojuruh. Therefore, the English teachers are expected to apply Demonstration Technique in the teaching of procedure text writing by using different, simple, interesting, and unfamiliar models of demonstration.