IMPROVEMENT OF SCIENTIFIC WRITING ABILITY THROUGH DUADIC ESSAY TECHNIQUES

Abstract

Students' scientific writing skills tend to be inadequate. Students find it
difficult to express ideas and ideas in a scientific context. Observations made on
Indonesian Language Education Students Semester VII of Indraprasta University PGRI
showed symptoms of a lack of student scientific writing activity. Structured Dyadic
Methods cooperative learning model basically can be applied by lecturers in scientific
writing lectures. Structured Dyadic Methods (SDM) is a paired system, which
emphasizes collaboration that enhances students' scientific writing skills. So the
Dyadic Essay technique should be suspected to be able to improve students' scientific
writing skills.
After going through a series of research processes, the dyadic essay technique
as one of the cooperative learning models that only involves two members in one group
(in pairs) and using structured techniques is proven to be able to improve scientific
writing skills based on facts and data so that it is more easily poured into works
scientifically coherent and systematic. There is sufficient influence between the dyadic
essay technique on the scientific writing ability of Semester VII students in the
Indonesian Language Study Program, with a r coefficient of 0.655. Through dyadic
essay techniques, students with high levels of creativity have better writing skills so
that there is interaction between and creativity in learning to write science.