“THE EFFECTIVENESS OF MODELING STRATEGY TOWARDS STUDENTS’ DESCRIPTIVE TEXT WRITING ABILITY”

Maila, Mustatiah (2026) “THE EFFECTIVENESS OF MODELING STRATEGY TOWARDS STUDENTS’ DESCRIPTIVE TEXT WRITING ABILITY”. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aimed to investigate the effect of using the Modeling Strategy on students’ descriptive writing skills. The Modeling Strategy was based on Albert Bandura’s Social Learning Theory, which emphasizes four learning processes: attention, retention, reproduction, and motivation. In the attention stage, students observed a model's demonstration of how to write a descriptive text. During the retention stage, students identified and remembered the generic structure, language features, and writing patterns presented in the model while composing their own paragraphs by referring to the model text. In the reproduction stage, students practiced applying the observed patterns in their own descriptive writing and received feedback to improve their work. Finally, in the motivation stage, students were encouraged through reinforcement and positive feedback to enhance their writing ability. Through these stages, students were guided to develop their ability in content, organization, grammar, vocabulary, and mechanics. This study employed a quantitative method using a quasiexperimental design. The population consisted of seventh-grade regular students at MTsN 2 Bandar Lampung in the 2025/2026 academic year. The sample was selected through cluster random sampling and consisted of two classes: VII H as the experimental class and VII F as the control class, with a total of 44 students. Data were collected through pre-test and post-test writing assessments and analyzed using normality, homogeneity, and independent-samples t-tests through SPSS. The findings revealed that students who were taught using the Modeling Strategy achieved better writing performance than those who were taught using conventional instruction. The mean score of the experimental class increased from 67.32 in the pre-test to 84.95 in the post-test, showing an improvement of 17.63 points. Meanwhile, the control class improved from 66.68 to 77.86, with an improvement of 11.18 points. The independent-samples t-test showed that the significance value was 0.000 (p < 0.05), indicating that the Modeling Strategy had a statistically significant effect on students’ descriptive writing skills. The findings support Bandura’s Social Learning Theory, which states that learning occurs effectively through observation,iv retention, reproduction, and motivation. Furthermore, the results are consistent with previous studies conducted by Matondang and Samosir (2021), Samsudin et al. (2017), and Tañada and Velasco (2024), which found that modeling-based instruction contributed positively to students’ writing achievement. Therefore, it can be concluded that the Modeling Strategy was effective in improving the descriptive writing skills of seventh-grade students at MTsN 2 Bandar Lampung.

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