THE EFFECT OF USING THE MEANINGFUL INTRUCTIONAL DESIGN (MID) MODEL ON THE ABILITY TO WRITE PROCEDURE TEXTS OF CLASS VII STUDENTS OF SMPN 7 PADANG

Abstract

The problem in this research is that students are not yet skilled in writing procedural texts. One of the causes of the low ability of students is the selection of inappropriate learning models by the teacher. The purpose of this study was to describe the effect of using the Meaningful Instructional Design learning model on the ability to write procedural texts for class VII students of SMPN 7 Padang. This research is a quantitative research with experimental method. The population of this study were all students of class VII SMPN 7 Padang. Class VII-3 was used as a sample in the experimental class, which consisted of 32 people, and class VII-4 as a sample in the control class, which consisted of 32 people. The instrument used in this study was a performance test in writing procedural text. The results of this study are as follows. First, the average value of the ability to write procedural texts without using the Meaningful Instructional Design learning model for class VII students of SMPN 7 Padang is 63.99. Second, the average value of the ability to write procedural texts using the Meaningful Instructional Design learning model for class VII students of SMPN 7 Padang is 67.82. Third, there is a significant effect of using the Meaningful Instructional Design learning model on the ability to write procedural texts for class VII students of SMPN 7 Padang. The results of the analysis show that t_count>t_table namely 2.49> 1.67. This shows that the Meaningful Instructional Design model can affect the ability of class VII students of SMP N 7 Padang in writing procedure texts.