THE EFFECT OF CLAIM-EVIDENCE-REASONING (CER) ON STUDENTS’ WRITING SKILLS
DOI:
https://doi.org/10.52333/djoee.v7i2.1748Keywords:
writing skill, CER technique, achievementAbstract
CER is used to guide students in constructing well-organized writing by presenting a claim, providing supporting evidence, and explaining the logical reasoning that links the evidence to the claim. The purposes of the research were (1) to find out whether or not there was any significant improvement in the eleventh graders’ writing skill achievement by using the CER technique and (2) to find out whether or not there was any significant difference in the eleventh graders’ writing skill achievement between students who were taught using CER and those who were not. This study used a quasi-experimental pretest–posttest non-equivalent group design. The samples were selected through purposive sampling, involving 34 students in the experimental group and 33 students in the control group. Data were collected using writing tests. The data were analyzed using a paired-samples t-test and an independent-samples t-test. The results of the paired-samples t-test showed that the obtained t-value (15.354) was higher than the t-table value (2.0322), indicating a significant improvement in students’ writing skill achievement. The independent-samples t-test revealed that the obtained t-value (5.826) was higher than the t-table value (1.995), indicating a significant difference between the two groups. It could be concluded that the implementation of the CER technique was effective in enhancing students’ writing skill achievement. Other findings revealed that there was a significant difference in students’ writing skills between students who were taught using the CER technique and those who were not.
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