Tujuan penelitian ini adalah untuk mengetahui apakah terdapat perbedaan signifikan dalam keterampilan menulis siswa sebelum dan sesudah menggunakan tehnik Scaffolding dan siswa yang menggunakan tehnik Problem Solving di SMPN 3 Tarakan. Penelitian ini Menggunakan Quasi-Experimental. Penentuan sampel dilakukan dengan teknik Purposive Sampling. Terdapat dua Kelas yang diperoleh sebagai sampel dalam penelitian ini. Kelas eksperimen diberi perlakuan dengan di ajarkan Tehnik Scaffolding dan kelas kontrol di ajarkan dengan Tehnik Problem Solving. Instrument penelitian ini adalah tes menulis deskriptif teks dengan bentuk esai. Data yang diproses adalah nilai dari pre-test dan post-test siswa di kelas ekperimen dan kelas kontrol. Dalam menganalisis data, peneliti menggunakan decriptive analisis independent sample t-test dalam aplikasi SPSS 23.0. Hasil penelitian menunjukan bahwa ada perbedaan nilai rata-rata siswa kelas eksperimen dan kelas kontrol. Hasil tes untuk kelas eksperiment sebelum diberikan perlakuan (pre-test) memperoleh nilai rata-rata 50,70 dan kelas kontrol memperoleh nilai rata-rata 58,45. Sedangkan untuk hasil post test kelas eskperimen dengan rata-rata 69,80 dan hasil post test pada kelas kontrol dengan rata-rata 63,48. Ini menujukan bahwa hasil dari kelas eksperimen lebih besar dari pada kelas control. Ini membuktikan kelas eksperimen mengalami peningkatan sebesar 19,10 point. Hasil dari independent sampel T-test antara nilai post test di eksperimen kelas dan kontrol kelas yaitu (t score =2,153) > (t = 2000) dan berdasarkan taraf signifikasi adalah 0,35. table Berdasarkan penjelasan diatas, hasil analisis data membuktikan bahwa terdapat perbedaan yang signifikan antara siswa yang diajarkan dengan menggunakan teknik Scaffolding dan siswa yang diajarkan dengan menggunakan teknik problem solving pada pengajaran menulis deskriptif teks untuk kelas tujuh. H a diterima ketika t score lebih tinggi daripada t , sementara H ditolak.

The purpose of this research was to find out whether there was any significant difference in students’ writing skill being taught by using scaffolding technique and those who are taught by using problem solving technique in SMPN 3 Tarakan. The design of this research was Quasi-Experimental research. The sample was chosen by using Purposive Sampling technique. There were two classes that took as the sample in this research. The treatment for experimental class was taught by using Scaffolding Technique and control class was though by using Problem Solving Technique. The instrument of this research was written test with essay. The data analyzed was from pre-test and post-test of the experimental class and control class. In analyzing the data, the researcher used independent sample T-test in SPSS 23.0. The results showed that there were differences in students score of the experimental class and the control class. It was proven by the result of the students mean score. The test result before given treatment (pre-test) of experimental class obtained mean of score 50,70 and control class obtained mean of score 58,45. Whereas for post test result, experimental class with mean of score 69,80 and post test result for control class with mean of score 63,48. It means that the improvement of the students’ mean score in experimental class was higher than control class. It was proven the improvement of the students score was 19.10 points. The results of the independent sample T-test between post test in class experiment and class control was (t score = 2,153)> (t = 2000) and based on basic signification was 0,35. table Based on the explanation above, the results of data analysis prove that there are significant differences between students who are taught by using Scaffolding techniques and students who are taught by using problem solving techniques in teaching descriptive text writing for seventh grade. H is accepted when the t score is higher than t table , while H is rejected.