The Effect of Role, Audience, Format, and Topic (RAFT) Strategy and Students’ Self-Confidence toward Writing Achievement of Short Functional Texts at Grade VIII of SMPN 1 Sungai Lasi, Solok Regency

Teaching strategies and self-confidence influence students’ writing. RAFT Strategy can be used as a variation of teaching strategies in teaching writing. The purpose of this research is to find out the effect of RAFT Strategy and Students’ self confidence toward students’ Writing Achievement of Short Functional Text. This research is an experimental research. It is conducted at SMPN 1 Sungai Lasi, Solok Regency. The design of this research is quasi experimental research with factorial design 2x2. Population of this research is second grade students with the total population was 72. The sample is taken by cluster random sampling technique; the total number of sample is 48. Class VIII.1 is experimental class and class VIII.2 is control class. The results of this research are: (1) Students’ who are taught by RAFT strategy get better writing achievement of short functional text than students who are taught by conventional teaching strategy, (2) Students with high self-confidence who are taught by RAFT strategy get better writing achievement of short functional text than those who are taught by conventional teaching strategy, (3) Students with low self-confidence who are taught by RAFT strategy get better writing achievement of short functional text than those who are taught by conventional teaching strategy, (4) There is no interaction between teaching strategies and students’ self–confidence toward students’ writing achievement of short functional text. In conclusion, RAFT strategy is effective way on students’ writing of short functional text compared with conventional strategy.