THE EFFECT OF TEACHING MODELS AND WRITTING HABIT ON STUDENT' ACHIEVEMENT IN WRITING

The objective of this study are to describe whether (1) The students’ achievement in writing that taught by using quantum Learning models is higher than taught by using contextual learning, (2)The students’ writing habit significantly affects their achievements in writing, (3)There is significant interaction between models and students’ writing habit on students’ achievement in writing. The subject for this research was the eleventh grade students of MAN 1 Takengon, Central Aceh. The instrument of this research was writing paragraph test and questionaire sheet. The data were analyzed by using ANOVA. Based on the analysis, there were found that (1) The students writing taught by Quantum Learning is higher than those who taught by Contextual Teaching learning. It is proven by value of Fobserved 15.98, Ftable 4.00 for df (1.60) and α= 0.05 significance level, found that Fobserved 15.98> Ftable 4.00.(2) The students good habit in writing is higher than those who bad habit. It is proven by value of Fobserved 16.21 Ftable 4.00 for df (1.60) and α= 0.05 significance level, found that Fobserved 16.21> Ftable 4.00. (3) Teaching models and students’ witing habit interactively affect the students’ writing. Generally Quantum Learning is more effective than contextual teaching learning but significantly the combination of quantum Learning and good habit is more effective than the others, so there is interaction between teaching models and habit.