The Effects of Sentence Structure Mastery and Critical Thinking Ability towards Students’ Writing Skill in Exposition Text
Abstract
The aim of this research is to know the Effects of Sentence Structure Mastery and Critical Thinking Ability towards Students’ Writing Skill in Exposition Text. The total sample of this research was followed by 60 students. The technique of collecting data of Sentence Structure Mastery used multiple choices of 35 items, the technique of collecting data of Critical Thinking Ability used questionnaire or Likert scales, and the writing test was employed to write at least 200words of exposition text. The research methodology used in this research is survey method and the model used in this research is regression analysis model. The research findings are:1)There are significant effects of sentence structure mastery and critical thinking jointly towards students’ writing skill in exposition text at the State Senior High School in Tangerang Regency. It is proved by the value of Sig. 0.000 < 0.05 and Fo=299.04; 2)There is a significant effect of sentence structure mastery towards the students’ writing skill in exposition text at the State Senior High School in Tangerang Regency. It is proved by the value of Sig. 0.000 < 0.05 and to = 6.995; 3) There is a significant effect of critical thinking ability towards students’ writing skill in exposition text at the State Senior High School in Tangerang Regency. It is proved by the value of Sig. 0.000 < 0.05 and to= 8.853.
Full Text:
PDFReferences
Achmad H. P. (2002). Sintaksis Bahasa Indonesia. Jakarta: Manasco Offset.
Braine, George. (2014). Teaching English to the world. New York:Routledge.
Brown, H. (2001). An Interactive Approach to Language Pedagogy. California:Longman.
Brown, H. Douglas. (2007). Principles of Language Learning and Teaching. USA: Longman.
Brown, H. G. (2004). Language Assessment : Principles and Classroom Pratices. New York : Longman.
Cohen, L., et al. (2007). Research Methods in Education. (Sixth edition). New. York: Routledge.
Cottrell, S. (2005). Critical Thinking Skills: Developing Effective Analyses Argument. New York : Palgrave McMillan.
Guskey, Thomas R. (2005). Formative Classroom Assesment and Benjamin S. Bloom : Theory, Research, Implication. Montreal : American Educational Research Association, p.1-8
Guskey, Thomas R. and Anderman, Eric.M. (2014). In a search of a useful definition of mastery. A journal of Educational, School and Councelling Psychology Faculty Publication : University of Kentucky, p.1-5
Handayani, D. N. (2009). The Problems of Learning English at SMPN 9. Malang. Malang:State University of Malang.
Misquitta, Radhika. (2009). Unraveling expository texts: Effective strategies for middle-school students with LD. A journal of Council for learning disabilities, p. 2-10
Molin, P., and Abdi, H. (2007). New Tables and Numerical Approximation for the Kolmogorov- Smirnov/Lilliefors/Van Soest Test of Normality. Technical Report University of Bourgogne. Available at http://www.utd.edu/~herve/MolinAbdi-LillieforsTechReport.pdf
Nunan, David. (2003). Language teaching: Syllabus Design. Oxford : Oxford University Press.
Richard, Jack C. (2004). Second Language Writing. New York: Cambridge University Press.
Sukamolson, Suphat. (2007). Fundamentals of Quantitative Research. A Journal of Chulalongkorn University 2007, Vol. 3, p. 3-10
DOI: http://dx.doi.org/10.30870/aiselt.v4i4.11040
Refbacks
- There are currently no refbacks.
PROCEEDING AISELT (Annual International Seminar on English Language Teaching) is licensed under a Creative Commons Attribution 4.0 International License. Copyright @ Universitas Sultan Ageng Tirtayasa [Untirta]. All rights reserved.