THE EFFECT OF RESPONDING, CORRECTING AND GUIDING (RCG) STRATEGY ON TENTH GRADE STUDENTS' WRITING SKILL IN SENIOR HIGH SCHOOL

Abstract

The aim of the study is to find out whether the Responding, Correcting and Guiding (RCG) Strategy has positive effect on Students’ Writing Skill or not. This study used the quantitative approach with two groups design. The population of this research is 589 students’ at tenth grade of SMK PGRI 2 Taman in the Academic Year 2023/2024. The researcher uses non-randomize sampling technique in both groups which are experimental and control group. Then the sample of this study is 69 students, 36 in the control class and 33 in the experimental class. The results of the study showed that the Sig. score of normality test was 0.462 and 0.531 in the pre-test and post-test for experimental class. While in the control class was 0.331 and 0.474 for pre-test and post-test Sig. scores. It means that the data is normally distributed for both experimental and control class. The minimum score of pre-test in the experimental class was 34 and for the maximum score is 88; and for post-test the minimum score is 70 and the maximum score is 92. While in the control class, the minimum score of the pre-test was 45 and the maximum score is 70; and for post-test was 60 and the maximum score is 88. The paired sample t-test data showed that the Sig. 2 tailed was 0.00 which lower than 0.05 with df N – 1 = 32. In conclusion, Responding, Correcting and Guiding (RCG) Strategy gave the positive effect on Tenth Grade Students’ Writing Skill in Senior High School.