THE EFFECT OF TEACHING TECHNIQUES AND CURIOSITY ON THE STUDENTS’ACHIEVEMENT IN WRITING RECOUNT

The objectives of this study are to know whether : 1) Students’ achievement in writing recount taught by using Dialogue Journaltechnique is significantly higher than taught Scaffolding technique. 2) Students achievement in writng recount text having high curiosity is higher than having low curiosity, 3)There was interaction between teaching techniques and curiosity on students’ achievement in writing recount.An experimental research with factorial design 2x2 is used in this study.There are 60 students from grade X of 2016/2017 academic year of SMA Dharmawangsa Medan as sample of this study. The total of population 330 students. The are eleven X IPA classes, and taken two classes as sample. They are X IPA 3 and X IPA 5. The students are divided into two groups. Each group consist of 30 students.The first group is treated by using DialogueJournal Technique and the second group is treated by using Scaffolding. Curiosity of the two groups is measured by giving questionnaire to classify the students having high and low curiosity.Students’ achievement in writing recount is measured by giving essay test. The data were analyze by applying two-way ANOVAat the level significance α = 0.05. The findings of the data shows that : 1) students’ achievement in writing recount taught using Dialogue Journal is higher than that taught by using Scaffolding,with Fobs(14.331)>Ftab (001)>(0.05),2) the students achievement in writing recount with high curiosity was higher than those students with low curiosity with Fobs (3.399) > Ftab (0.03), 3) there was interaction between teaching technique and curiosity on students’ achievement in writing recount with Fobs (2.486) > Ftab ( 0.38). Based on the findings, It is suggested that Dialogue Journal Technique, a certain teaching technique should be applied in English teaching to develop students’ writing achievement related to the students’ level a curiosity.