THE INFLUENCE OF LEARNING TECHNIQUE, SELF-CONCEPT,
AND VOCABULARY MASTERY TOWARDS
STUDENTS’ WRITING ABILITY
(An Experimental Study on the Students of STKIP PGRI Bandar Lampung)
This experimental study is aimed at finding out whether there is any significant influence of learning technique, self-concept, and vocabulary mastery towards students’ writing ability. Two kinds of learning techniques, Mind Map and Conventional, were implemented on 173 English Education Study Program students of STKIP PGRI Bandar Lampung. The data of this 2x2x2 factorial design research were analyzed by using three-way ANOVA technique. From the research results it can be concluded that there is a significant influence of learning technique towards students’ writing ability. The students taught by using the Mind Map technique have higher writing ability compared to those taught by the Conventional technique. Furthermore, there is an interaction effect between learning technique, self-concept, and vocabulary mastery towards students’ writing ability. Based on the whole conclusions, it can be implied that Mind Map technique is most appropriate to be implemented on the students with positive self-concept and high vocabulary mastery.
Keywords: experimental, learning technique, self-concept, vocabulary mastery