Effect of whole-language approach on tenth graders’ learning outcomes and motivations for biographical text writing

This research explores: (1) students’ learning outcomes and motivations for biographical text writing before using the whole-language approach, (2) students’ learning outcomes and motivations for biographical text writing after using the whole-language approach, and (3) the effect of the whole-language approach on tenth graders’ learning outcomes and motivations for biographical text writing at SMK Negeri 3 Gorontalo Utara. The achieved indicators were: (1) Listing the main points of information, (2) Analyzing language in biographical texts, (3) Writing biographical texts about certain figures by paying attention to the content, encompassing educational background, career, and struggles, and (4) Giving oral responses to the text content. Data tests were carried out for data normality, variance homogeneity, and hypothesis. The pretest and post-test scores were 65.97 and 85.03, respectively. Thus, the hypothesis stating that there was an interaction between learning outcomes and motivations and could not stand independently was accepted. Accordingly, preciseness in choosing learning approaches significantly impacted biographical text writing.