THE EFFECTIVENESS OF FACT REASON ELABORATION SHIFT (FRESH) TECHNIQUE IN TEACHING DESCRIPTIVE TEXT TO IMPROVE STUDENTS WRITING OF SMPN 1 KASIHAN ACADEMIC YEAR 2016/2017

Fitri Andriani, 13144700049 (2017) THE EFFECTIVENESS OF FACT REASON ELABORATION SHIFT (FRESH) TECHNIQUE IN TEACHING DESCRIPTIVE TEXT TO IMPROVE STUDENTS WRITING OF SMPN 1 KASIHAN ACADEMIC YEAR 2016/2017. Prodi Pendidikan Bahasa Inggris Universitas PGRI Yogyakarta.

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Abstract

This research aimed to know the effectiveness of the use Fact Reason Elaboration Shift (Fresh) Technique. Fact Reason Elaboration Shift (Fresh) Technique is itself can be seen as the way of developing descriptive text’s generic structure. There are two main parts of descriptive text; those are general identification and descriptions. Students are more likely confused on what they have to write as the general identification and what they have to write as the descriptions. While in “FRESH” technique, students will get easy to construct a descriptive text because the two parts before are developed specifically. There will be four parts provided. This research was quasi experiment and technique of sampling used simple random sampling. The population of the research was students of VIII grade in SMPN 1 Kasihan academic year 2016/2017. There were 2 class that used in this research i.e. VIII C as control class and VIII A as experiment class. The research instruments used observation sheet, test of writing descriptive text and documentation. Normality test results showed that the data has normal distribution. The test results indicated that the homogeneity of the research was not homogeneous. Then, the data were analyzed using t-test with 5% significance level. The result of the research shows that students who were taught by using FRESH Technique have average of posttest score was 82,09 and who were taught without FRESH Technique was 67,78. The t-test was 3,09 and t-table was 2, 47. The data shows that t-test was higher than t-table. It means that there was significant difference between the experimental class and control class. From the data, it can be concluded that the use of FRESH Technique in teaching writing was more effective compared with student who were not taught using FRESH Technique.

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