The effect of using guided questions on writing fluency and motivation of the students in English Department at IAIN Palangka Raya

Warochmah, Dwi (2017) The effect of using guided questions on writing fluency and motivation of the students in English Department at IAIN Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

This study was aimed to investigate: (1) To measure the effect of using guided question on writing fluency of the student in English Department at IAIN Palangka Raya. (2) To measure the effect of using guided question on learning motivation of the student in English Department at IAIN Palangka Raya. (3) To measure the effect of using guided question on writing fluency and learning motivaion of the student in English Department at IAIN Palangka Raya.
The study includes in quantitative research with Quasi-Experimental Design. For the data collection, it was instrument such as questionnaire, test and documentation. The population of the research were the third semester of the student in English Department at IAIN Palangka Raya which consist of 67. The writer used clustering sampling technique in this study and took two classes which consist 43 students, they were C class as experimental group and A class as control group.
After getting the data were from test, questionnaire, the writer analyzed the data using One Way Anova formula to test the hypothesis stated based on the result of analysis, it was found that the Fvalue was 8.765 higher than Ftable 3.22 (8.765 > 3.22).
In addition, based on Post Hoc test, writing fluency in experimental class showed the significant value was lower than alpha (0.01<0.05) and learning motivation the significant value was lower than alpha (0.01<0.05). It proves that the guided question technique is effective in writing fluency and learning motivation. Thus, it concludes that using guided question affect students’ writing fluency and learning motivation score of third semester of English Department at IAIN Palangka Raya. The result of testing hypothesis determine that the Alternative Hypothesis (Ha) stating that there was significant effect of using guided questions on writing fluency and learning motivation of the student in English Department at IAIN Palangka Raya was accepted and the Null Hypothesis (Ho) stating that there was no significant effect of using guided questions on writing fluency and learning motivation of the student in English Department at IAIN Palangka Raya was rejected. It meant that there was a significant effect of using guided questions on writing fluency and learning motivation of the student in English Department at IAIN Palangka Raya.
Based on the result, it was recommeded for the students to increase their writing fluency and learning motivation, for the lecturer should apply guided questions in teaching writing and increasing students motivation especially.

ABSTRAK

Penelitian ini bertujuan untuk mengetahui: (1) Mengukur pengaruh penggunaan pertanyaan pembimbing tentang kelancaran penulisan siswa di Jurusan Bahasa Inggris di IAIN Palangka Raya. (2) Mengukur pengaruh penggunaan pertanyaan pembimbing terhadap motivasi belajar siswa di Jurusan Bahasa Inggris di IAIN Palangka Raya. (3) Mengukur pengaruh penggunaan pertanyaan pembimbing pada penulisan kelancaran dan motivasi belajar siswa di Jurusan Bahasa Inggris di IAIN Palangka Raya.
Penelitian ini termasuk dalam penelitian kuantitatif dengan Quasi-Experimental Design. Untuk pendataan, peneiti menggunakan instrumen seperti tes, kuesioner, dan dokumentasi. Populasi penelitian adalah semester ketiga siswa Jurusan Bahasa Inggris di IAIN Palangka Raya yang terdiri dari 67 orang. Penulis menggunakan teknik clustering sampling dalam penelitian ini dan mengambil dua kelas yang terdiri dari 43 siswa, mereka adalah kelas C sebagai kelompok eksperimen dan kelas A sebagai kelompok kontrol.
Setelah mendapatkan data dari hasil tes dan kuesioner, penulis menganalisis data dengan menggunakan rumus One Way Anova untuk menguji hipotesis yang dinyatakan berdasarkan hasil analisis, ditemukan bahwa nilai F adalah 8.765 lebih tinggi dari Ftabel 3.22 (8.765> 3.22).
Selain itu, berdasarkan uji Post Hoc, kelancaran penulisan pada kelas eksperimen menunjukkan nilai yang signifikan lebih rendah dari alfa (0,01 <0,05) dan motivasi belajar nilai signifikan lebih rendah dari alfa (0,01 <0,05). Ini membuktikan bahwa teknik pertanyaan pembimbing efektif dalam kelancaran menulis dan motivasi belajar. Hasil pengujian hipotesis menentukan bahwa Hipotesis Alternatif (Ha) menyatakan bahwa terdapat pengaruh yang signifikan dengan menggunakan pertanyaan pembimbing tentang kelancaran penulisan dan motivasi belajar siswa Jurusan Bahasa Inggris di IAIN Palangka Raya telah diterima dan Hipotesis Null (Ho) yang menyatakan bahwa tidak ada pengaruh yang signifikan dalam menggunakan pertanyaan pembimbing pada kelancaran penulisan dan motivasi belajar siswa Jurusan Bahasa Inggris di IAIN Palangka Raya ditolak. Artinya ada pengaruh yang signifikan dengan menggunakan pertanyaan terpandu tentang kelancaran penulisan dan motivasi belajar siswa Jurusan Bahasa Inggris di IAIN Palangka Raya.
Berdasarkan hasil tersebut, disarankan agar siswa meningkatkan kelancaran penulisan dan motivasi belajar mereka, karena dosen harus mengajukan pertanyaan pembimbing dalam pengajaran menulis dan meningkatkan motivasi siswa.

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