Effectiveness of Double Entry Journals Strategies Learning to Write Text Description

Abstract

The purpose of this study was to determine
 the learning strategies effective double entry to the teaching of writing journals description text in
 class VII student. This type of research is
 experimental research with a pretest-posttest group control research design. The
 isolation in this study was VII grade students of Pulosari 2 Public Middle
 School. The research sample was VII-E
 students and VII-B class students. The technique of collecting data using a
 written test is the skill of writing a descriptive text. The
 analysis technique is carried out using the t-test. The
 research found that 1) there are differences in effectiveness were
 significantly ability to write a text description of the students who take the
 learning to use the strategy of double-entry
 journals with students who take the learning do not use a strategy
 of double entry journals in
 class VII SMP Negeri 2 Pulosari. The results
 of t-test postest experimental class and control class obtained t count of 3,445 and p-value of 0,001. The p-value is smaller than
 the significance level of 5% (p < 0, 05 ). 2) strategy double-entry journals are effectively
 applied in learning to write description text in class VII students of SMP
 Negeri 1 Pulosari. The results of the pretest
 t-test and experimental class test post which show the
 value of t count of 10.650 and the p-value of 0,000.