The Use of List, Identify, Note, Create and Self-Test (LINCS) Strategy to Improve Students’ Writing Ability on Eight Grade at SMPN 2 Cerme

Purwaningsih, Ayu (2016) The Use of List, Identify, Note, Create and Self-Test (LINCS) Strategy to Improve Students’ Writing Ability on Eight Grade at SMPN 2 Cerme. undergraduate thesis, Universitas Muhammadiyah Gresik.

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Abstract

This research was conducted based on the experiences at eighth grade students of SMPN 2 Cerme that consist of 54 students, which showed that the students had difficulty in writing ability. This research aimed to investigate the use of list, identify, note, create and self-test (LINCS) strategy to improve students’ writing ability. The research used quasi-experimental method and used pre-test and post-test for both experimental group and control group as the design. There were three steps used in collecting the data: giving pre-test for both experimental group and control group at the beginning, giving treatment for experimental group and giving post-test for both groups at the end of term. The researcher used descriptive text to test the students writing ability. Treatment was conducted for 6 meetings using LINCS only for experimental group. After the data were collected, the researcher used t-test analysis to see the use of LINCS strategy to improve students’ writing ability. In the fact, the students writing scores was low. The average score obtained from pretest for experimental group was 50.96 and control group was 52.63. The result showed that the value of t-test was 3.026 with the degree of freedom (df) was 54. The value of t-table for respondents at 0.05 level of significant was 0.04. It was found that value of t-test was higher than the value of t-table. It means that the alternative hypothesis (Ha) is accepted. The effect was proven by the mean score of post-test that was higher than pre-test. Based on the research, it can be conclude there is a significant effect of the use of list, identify, note, create and self-test strategy in teaching writing ability in term of content, organization, vocabulary and language use. The researcher give three suggestions are provided. First, for the English teacher can use LINCS strategy as effective strategy in writing learning and to avoid monotonous activities in English teaching learning process. Second, the researcher hopes LINCS strategy can improve student motivation in writing ability and the last the researcher is suggest the other researcher to conduct the research using LINCS strategy because this strategy is good to be applied in teaching learning process. Key words: list, identify, note, create and self-test (lincs) strategy, writing ability

Item Type:	Thesis (undergraduate)
Subjects:	English Education English Education > English
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Users 2 not found.
Date Deposited:	15 May 2018 13:10
Last Modified:	08 Mar 2019 01:49
URI:	http://eprints.umg.ac.id/id/eprint/184

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