The Effect of the Concept Attainment Learning Model on Improving Persuasive Writing Ability in Eighth-Grade Students at Private Junior High School SRO Matiti

Abstract

This study aims to describe the influence of the Concept Attainment learning model on the ability of eighth-grade students of SRO Matiti Middle School, Doloksanggul, to write persuasive texts. The research method used is an experimental design with a sample of 31 students participating as both the control and experimental groups (with a pre-test and post-test conducted). Data collection tools consist of written tests where students are assigned to create persuasive texts, assessed based on specific criteria. The hypothesis test results indicate that when compared with the t-table at a significance level of 5%, with degrees of freedom (df) = N-1 = 30, a t-value of 2.04 is obtained. Based on the calculated t-value (top) compared to the t-table value (t), it is found that to = 6.83, which is greater than the t-table (2.04). Consequently, we reject the null hypothesis (Ho) and accept the alternative hypothesis (Ha). This demonstrates that the Concept Attainment learning model significantly increases students' ability to write persuasively. In conclusion, implementing the Concept Attainment learning model substantially affects the ability of eighth-grade students of SRO Matiti Middle School to write persuasive texts.