The Effect of Teaching Cooperative Integrated Reading and Composition and Praise-Question-Polish Techniques and Attitudes On Students’ Writing Skill of the Eighth Grade Students at SMPN 10 Tangerang

wicahyaning putri; dr. h. gunawan saryoputro, m.hum; dr. santi chairani djonhar, m.a.;

This research aimed to investigate the effect of teaching techniques and
attitude on students’ writing skill in recount text for students of eighth grade
SMPN 10 Tangerang, Banten, academic year 2013/2014. The investigated
teaching techniques were Cooperative Integrated Reading and Composition
(CIRC) and Praise-Question-Polish (PQP) while the attitudes were positive and
negative ones. This research was conducted in quantitative approach with
experimental factorial design. The population of eighth grade students was 515
who were divided into 13 classes. However, in this quasi experimental research,
two classes were selected using cluster random sampling where each class
consisted of 40 students. After divided 27% of students in low and upper bound of
each based on the result of attitude questionnaire, the total samples of this
research became 44 students where there were 22 students in each class. Writing
test and questionnaire were used to collect the data in this research. After that, the
data was analyzed by using SPSS 20.00. There were five findings of this research. First, from the statistical data analyzed, the effect of CIRC technique was significant to enhance students’ writing skill. Second, there was also a significant effect of PQP technique in enhancing students’ writing skill. Third, there was a different effect between students who were taught by using CIRC and those who were taught by using PQP. The finding also showed that CIRC technique had better score on students’ recount text writing test compared with the PQP technique. Fourth, there was a difference between students who had positive attitude and those who had negative attitude towards their writing skill. It answered that there was a relation between students’ attitude about writing towards their writing skill. Fifth, talking about interaction between teaching techniques and students’ attitudes, there was no significant interaction between teaching techniques and students’ attitudes on their writing skill. The finding of this research seemed to prove that the theory about the more positive someone’s attitude about something, which is in this case is writing, the better writing achievement they will get. Although there was no significant interaction between teaching technique and attitude on students’ writing skill, it is better if teacher always pays more attention to create conducive teaching learning atmosphere, motivate students’ interest, build positive attitude and attract students in very interactive ways.