THE EFFECTIVENESS OF SOMATIC, AUDIOTORY, VISUAL, INTELECTUAL (SAVI) APPROACH IN THE LEARNING OF WRITING IN GERMAN AMONG THE STUDENTS OF GRADE XI IN SMA 1 IMOGIRI BANTUL

Abstract

This study aims to find out (1) the difference that positive and significant from the achievement of learning German writing skills for the eleventh grade students of SMAN 1 Imogiri Bantul between who taught using Somatic, Audiotori, Visual Property (SAVI) approach and using the conventional approach, (2) the effectiveness of using SAVI approach in learning German writing skill. The type of this study is quasi-experiment. Data obtained through German writing skills scores at pre-test and post-test. The populations of this study are all of the eleventh grade students of SMAN 1 Imogiri Bantul as many as 193 learners. The sampling technique by using simple random sampling. Based on the obtained sample from XI IPA 1 (26 students) as an experimental class and class XI IPA 3 (27 learners) as the control class. This study has two variables: SAVI approach as independent variable and German writing skills as the dependent variable. The validity tests are using content and construct validity. From the calculation foundrvalue > rtable 0.388. Thus the instrument is valid. A reliability coefficient is 0.860. The data analysis is using t-test. The data analysis using t-test produces 2,971 t count greater than 2,000 t table with a significance level α = 0.05. This indicates a significant difference between the control class and experimental class. The weight of effectiveness is 8%. The final average value of the experimental class is about 62.2308 is greater than the control class is about 57.7037. It can be concluded that SAVI approach is more effective in learning German writing skills.

Keywords: German writing skills and SAVI approach