PENGARUH MODEL CONCEPT SENTENCE BERBANTUAN KOMIK DIGITAL TERHADAP KEMAMPUAN MENULIS TEKS ANEKDOT SISWA KELAS XI SMA NEGERI 21 MEDAN

Abstract

This research is motivated by the low anecdotal writing skills of eleventh-grade students at SMA Negeri 21 Medan, caused by a lack of interest in writing, limited learning media, and the dominance of conventional methods that make students less active and less engaged in learning. This study aims to: (1) describe students' anecdotal writing skills before the Concept Sentence model was implemented using digital webtoon comics; (2) describe students' anecdotal writing skills after the model was implemented; and (3) determine the effect of its implementation on anecdotal writing skills. The method used was a quantitative experiment with a One Group Pretest–Posttest design. The study population was all eleventh-grade students at SMA Negeri 21 Medan (134 students, 4 classes). The sample was selected through simple random sampling, with 32 students from class XI B selected. The research instrument was a descriptive anecdotal writing test assessed based on five aspects: appropriateness of content to title, spelling accuracy, anecdotal text characteristics, structural completeness, and linguistic rules.The results showed an average pre-test score of 63.82 (poor) and increased to78.12 in the post-test (good). Liliefors' normality test showed both data were normally distributed (L count < L table), and the homogeneity test showed homogeneous data (F count = 1.14 < F table = 1.84). Hypothesis testing using a t- test yielded t count = 6.45 > t table = 1.99 at a significance level of α = 0.05, thus H₀ was rejected and Hₐ was accepted.It was concluded that the Concept Sentence model assisted by digital webtoon comics had a significant effect on the anecdotal writing skills of eleventh-grade students at SMA Negeri 21 Medan. This model was proven effective in improving students' ability to compose anecdotal texts systematically and according to rules, while also increasing student motivation and activeness in learning.