The Effect of Lotus Blossom Technique on student’s achievement in writing narrative text of the second grade students at SMA Katolik Budi Murni 3 Medan

Abstract

This study deals with the effect of Lotus Blossom Technique on student’s achievement in writing narrative text of the second grade students at SMA Katolik Budi Murni 3 Medan. The methodology of this study using lotus blossom technique. This study aimed to see the result of writing narrative text with applying lotus blossom technique. The objective of this study is to find out weather or not the Lotus Blossom Technique significantly affect the second grade students at SMA Katolik Budi Murni 3 Medan. the population is the second grade students at SMA Katolik Budi Murni 3 Medan. There are two classes. They are XI-IPA (experimental group )was taught by using lotus blossom technique And XI-IPS (control group) by using conventional way . XI-IPA class consists of 28 then XI-IPS consist of 25 students. The total of the students are 53 students. the instrument for collecting the data by writing test. The result show that t-observed is higher than t-table value. The score of post-test experimental groups is 84,2 higher than post-test score in control group 57,6. it can be concluded that the null hypothesis (H0) Is rejected and the alternative hypothesis (Ha) is accepted. Based on the research result there is a significant effect of using lotus blossom technique on writing narrative text. The data were analyzed by using t-test. based on the data it was found that the student’s score increased from pre-test until post-test in experimental class. The writer prepare the test of specification in narrative text. the writer ask the students to create a narrative text based on generic structure. The contribution Lotus blossom technique was help teacher in teaching learning process. The students were able to find out the topic of narrative text and easily knew how to developed the topic into good paragraph based on the generic structure in writing narrative text inside of that students were more confident to translate it into written form and then the students got