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SKRIPSI THE EFFECTIVENESS OF GUIDED WRITING STRATEGY WITH DIGITAL STORYBOARD IN IMPROVING THE TENTH GRADERS’ NARRATIVE TEXT WRITING SKILL

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Writing proficiency is a fundamental skill that students must develop in English learning, particularly in the context of narrative texts. However, students at SMAN 1 Candimulyo still find it challenging to write narrative texts effectively. They have a limited vocabulary, encounter difficulties in generating ideas, and struggle to elaborate their ideas into coherent and well-organized paragraphs. These challenges affect the quality of their writing and indicate the need for an effective instructional strategy supported by appropriate learning media. Therefore, this study implemented the Guided Writing Strategy assisted by a Digital Storyboard to enhance the writing ability of the students in narrative texts. The purpose of this study was to determine whether there was a significant difference in students’ narrative text writing skills between those who were taught using Guided Writing Strategy assisted by Digital Storyboard and those who were taught using Guided Writing Strategy with Google Slides. It also aimed to examine the effectiveness of Guided Writing Strategy assisted by Digital Storyboard in enhancing students’ narrative text writing skills. This study employed a quasi-experimental design using a pre-test and post-test with a control group. The population consisted of tenth-grade students at SMAN 1 Candimulyo. The samples were selected from two classes, XE-2 (36) as the experimental group and XE-5 (36) as the control group. The experimental group received instruction through Guided Writing Strategy with Digital Storyboard, while the control group was taught using Guided Writing Strategy with Google Slides. Pre-test and post-test were used to collect the data for this study. The collected data were analyzed through normality testing, homogeneity testing, the Mann-Whitney U Test, and the N-Gain test. The results of the assumption tests showed that the data were homogeneous but failed to meet the normality assumption. Therefore, the Mann-Whitney U Test was used to examine the significant difference between the two groups, while the NGain test was conducted to evaluate the treatment’s effectiveness. The MannWhitney analysis was 0.045 and Ha is accepted. The results indicate that there is a significant difference between students taught using a Guided Writing Strategy with Digital Storyboard and those taught using a Guided Writing Strategy with Google Slides. Meanwhile, the N-Gain analysis showed that both groups have the same category (moderate) with an average of the experimental group (0.42), which is greater than the average of the control group (0.34).

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS SHO T 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIV;136 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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