This thesis presented research about The effectiveness of Teacher’s Direct
Instruction in Teaching Writing at Seventh Grade at SMP Negeri 3 Watampone.
This research used quantitative method approach with Quasi Experimental
design. The research used random sampling to take 58 students of Seventh grade of
SMP Negeri 3 Watampone as sample. There were two classes as sample namely
experimental and control class. Class VII A as Experimental class consisted of 29
students was applied Direct Instruction and Class VII B as Control class consisted of
29 students was applied Conventional Way. The researcher used test and
questionnairre to analyse the students’ achievement in learning writing. In analyzing
data for test the researcher used SPSS and Likert Scale for questionnairre .
The result of research showed, first, the Direct instruction was more effective
than Conventional Way in increasing students’ achievement in learning writing. The
result of data analysis, the mean score of experimental group by using Direct
Instruction in pre-test was 35,17 to 67,41 in post-test, while the mean score of control
group by using Conventional way in pre-test was 35,69 to 53,79 in post-test. By using
Direct Instruction the student writing achievement increasing (Content (741,37%),
Vocabulary (724,13%), Mechanic (637,93), Organization (603,44%), and Language
use (517,24%). Second, by using Direct Instruction the students’ motivation
increased in learning writing that be proved the students’ motivation increased to
86,20% which was very high category.
A. Conclusion
Based on the result of the analysis in the previous chapter, the researcher
would like to make conclusion as follows:
1. The Direct Instruction method was effective to increase the students’
achievement in learning writing. The result of this method 17,24% was very
good, 17,24% was good, 34,48% was fairly good, 3,44% was fair, and 27,58%
was poor. The mean score of the experimental group before treatment was 35,17
and standard deviation was 13,462, it meant that the mean score increased of
(67,41 – 35,17 = 32,24).
Whereas, the Conventional Way was effective to increase the students’
achievement in writing. The result of this 6,89% was good, 10,34% was fairly
good, 20,68% was fair, and 62,06% was poor. Before teaching process the mean
score was 35,69 and the standard deviation was 11,551, it meant that the main
score increased of (53,79 – 35,69= 18,1).
The result shown the significant score of experimental and control group
was 0,001, it means that there was different significant of the result learning of
experimental and control group. Based on Independent Sample T-Test that if the
score Sig. (2-tailed)

ST20180186

186/2018

Perpustakaan Pusat

Tersedia