The Effect of Transition-Action-Detail (TAD) Strategy and Students’ Self-Confidence toward Students’ Writing Ability at SMAN I Painan

This research was aimed at testing the effect of TAD Strategy and students‟ self-confidence toward students‟ writing ability especially in writing recount text and it was a kind of quasi-experimental research with 2x2 factorial designs. The population of this research was the tenth grade of SMAN 1 Painan. It consists of 154 students which were devided into five classess; they were X-MIA 1, X-MIA 2, X-MIA 3, X-MIA 4 and X-MIA 5. The sample of this research were X-MIA 1 as experimental class which was taught by using TAD strategy and X MIA 2 as control class which was taught by using PPP strategy. Each class consists of 32 students. Then, writing test and questionnaire of self-confidence were used to collect the data of the research. The data were analyzed by using Shapiro Wilk test for normality testing, Variance test for homogeneity testing, t-test and ANOVA for hypotheses testing. The results show that (1) TAD strategy gives better effect on students‟ writing recount text than PPP strategy. It can be seen from the mean score of the students‟ writing recount text in experimental class (85.75) is higher than control class (78.75)., (2) TAD strategy produced better writing ability of recount text with high self-confidence than PPP strategy. It can be seen from the mean score of writing score for students with high self-confidence in experimental class (87.38) is higher that control class (79.75)., (3) TAD strategy did not produce better writing ability of recount text with low self-confidence than PPP strategy. It can be seen from from the mean score of writing score for students with high self-confidence in experimental class (84.38) is higher that control class (78.75)., (4) There was no interaction between teaching strategies and students‟ self-confidence toward students‟ writing recount text. It can be seen from the chart interaction between teching strategy and students‟ self-confidence which shows that there were two lines which indicated the two strategies, the two lines do not cut each one another. It means there is no interaction between strategies (TAD and PPP strategies) and students‟ self-confidence. In conclusion, TAD strategy produced better writing ability of recount text with high self-confidence than PPP strategy and there was no interaction between teaching strategy and students‟ self confidence toward students‟ writing recount text.