POW+TREE STRATEGY ON HIGH SCHOOL STUDENTS’ WRITING ACHIEVEMENT IN MUNTOK, INDONESIA
(1) English Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
(2) English Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
(3) English Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
(*) Corresponding Author
Abstract
The purpose of this study was to determine whether: (1) there was a significant improvement in the twelfth-grade students' writing achievement before and after treatment using the POW+TREE strategy, and (2) there was a significant difference between students who were taught using the POW+TREE strategy and students who did not at SMAN 1 Muntok, Bangka Barat. The writing test was administered using a pre- and post-test in a quasi-experimental design. An experimental group was taught using POW+TREE, and a control group was taught through a strategy that is usually used by the teacher. The results showed a substantial improvement in the writing ability of the experimental group students after the implementation of the POW+TREE strategy, as well as significant differences between the experimental and control groups. This study also fills an empirical gap, as previous research on POW+TREE has focused mainly on lower grade levels under Curriculum 2013, whereas this study examines twelfth-grade students in the Merdeka Curriculum context. The findings of this research indicated that the POW+TREE strategy is effective in helping students improve their more structured, organized, and communicative writing skills.
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DOI: http://dx.doi.org/10.24127/pj.v15i1.14579
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