Abstract
The purpose of this experimental study was to investigate the effect of the different task variance involving providing topic sentences and signal words on student teacher’s writing proficiency at one public university’s English Education Program in Jambi, Indonesia. Two groups of the first year students were selected as participants. Each consisted of 30 students. Group I was required to perform the writing task and provided with a topic sentence and group II was required to perform the writing task and provided with signal words. The results of the test were rated or scored by using the analytical and holistic rating systems. The data were analyzed statistically by using Independent Sample T – Test and Correlation. The findings of the study showed that on average, Group I had a higher level of effect on student’s writing proficiency (M = 72.57, SE = 1.81) than Group II on student’s writing proficiency (M = 56.50, SE = 2.16). This difference is significant (t (58) = 5.70; p < 0.05). Our findings suggest the interactions among the components of complexity have a strong correlation. The positive relationships among the components of coherence are also statistically proved. We concluded that providing topic sentences helps students much better to develop paragraph writing than providing signal words.
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