Effectiveness of Double Entry Journals Strategies Learning to Write Text Description

Abstract

The purpose of this study was to determine the learning strategies effective double entry to the teaching of writing journals description text in class VII student. This type of research is experimental research with a pretest-posttest group control research design. The isolation in this study was VII grade students of Pulosari 2 Public Middle School. The research sample was VII-E students and VII-B class students. The technique of collecting data using a written test is the skill of writing a descriptive text. The analysis technique is carried out using the t-test. The research found that 1) there are differences in effectiveness were significantly ability to write a text description of the students who take the learning to use the strategy of double-entry journals with students who take the learning do not use a strategy of double entry journals in class VII SMP Negeri 2 Pulosari. The results of t-test postest experimental class and control class obtained t  count  of 3,445 and p-value of 0,001. The p-value is smaller than the significance level of 5% (p < 0, 05 ). 2) strategy double-entry journals are  effectively applied in learning to write description text in class VII students of SMP Negeri 1 Pulosari. The results of the pretest t-test and experimental class test post which show the value of t  count  of 10.650 and the p-value of 0,000.