ENHANCING STUDENTS’ WRITING ABILITY BY USING POWER STRATEGY (PRE-WRITING, ORGANIZING, WRITING, EDITING, RE-WRITE) ON WRITING DESCRIPTIVE TEXT (A Classroom Action Research at the Tenth Grade of SMA Negeri 1 Gunung Alip Tanggamus in the Academic 2022/2023)

Anna, Triyana (2023) ENHANCING STUDENTS’ WRITING ABILITY BY USING POWER STRATEGY (PRE-WRITING, ORGANIZING, WRITING, EDITING, RE-WRITE) ON WRITING DESCRIPTIVE TEXT (A Classroom Action Research at the Tenth Grade of SMA Negeri 1 Gunung Alip Tanggamus in the Academic 2022/2023). Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Writing is process of transforming thought and ideas into written form. Writing is very complex process, because before people want to write, they should have writing ability that consist of grammar, vocabulary, punctuation, topic, and developed idea. In this research, the researcher takes POWER strategy to teach writing descriptive text at tenth grade of Senior High School 1 Gunung Alip. This research is to know whether POWER strategy can enhance students’ writing ability on descriptive text or not. In this research, the researcher used action research. It was conducted at Senior High School 1 Gunung Alip. This research was in forms of qualitative and quantitative data, the qualitative data is gained by giving description of the situation before and during the teaching and learning process from observation, interview, field notes, and photograph taking, while the quantitative data is taken from the score of students’ performances in writing. It is then to measure the students’ improvement in the end of the cycles. The quantitative data were obtained from the writing score. It is then to measure the students’ improvement in the end of cycles. The research was conducted systematically following the four procedures of action research. They were planning, action, observation and reflection. The result of research the use of POWER strategy was improved students’ writing ability. The students give appreciation in learning, interesting activities in learning, and conductive in learning teaching process. The mean value of their pre-cycle scores was 64.15 while the mean value of post-test in cycle I scores was 74.88 and the post-test in cycle II score was 77.80. This achievement proved that using POWER strategy could enhance students’ writing ability on descriptive text. keywords: POWER Strategy, Writing Ability

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