THE EFFECT OF TEACHING METHODS AND SELF CONCEPTS ON STUDENTS ACHIEVEMENT IN DESCRIPTIVE WRITING AT STATE SENIOR HIGH SCHOOL 1 MEDAN.
iv
THE EFFECT OF TEACHING METHODS AND SELF CONCEPT ON STUDENTS’ ACHIEVEMENT IN DESCRIPTIVE WRITING AT
STATE SENIOR HIGH SCHOOL 1 MEDAN
A THESIS
BY
DINCE LASMA TARIHORAN
Registration Number: 082188310058
Submitted to English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2013
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i ABSTRAK Dince : Nomor Registrasi : 082188310058
Pengaruh Metode Pengajaran dan Konsep Diri Terhadap Hasil Belajar Menulis Deskriptif Siswa. Tesis Linguistik Terapan Bahasa Inggris Program Studi Universitas Negeri Medan 2013.
Tujuan dari penelitian ini adalah untuk menyelidiki apakah: (1) Hasil belajar siswa dalam menulis Deskriptif yang diajarkan dengan menggunakan metode CBI lebih tinggi dari pada hasil belajar siswa dalam menulis deskriptif yanag diajarkan dengan menggunakan metode TBLT. (2) Hasil belajar siswa siswa dalam menulis deskriptif dengan konsep diri yang tinggi secara signifikan lebih tinggi dibandingkan dengan konsep diri yang rendah, (3) Ada interaksi antara metode pengajaran dan konsep diri terahadap hasil belajar siswa dalam menulis deskriptif. Penelitian ini merupakan penelitian eksperimental dengan populasi siswa Sekolah Menengah Atas Negeri 1 Medan Kelas X dari 2011/2012. Berdasarkan pada teknik Sampling Ramdom Cluster, dua kelas yang dipilih, yaitu X1 dan X2. data dianalisis dengan menggunakan dua arah ANOVA dengan 2 x 2 desain faktorial. Konsep diri siswa diukur dengan menggunakan skala Likert (M Nazir, 1983). Prestasi siswa dalam menulis diukur dengan menggunakan tes menulis dan keandalan 0,90 oleh Jacobs dkk (1981). Hasilnya menunjukkan bahwa (1) Konten Berbasis Instruksi dan Pengajaran Bahasa Berbasis Tugas signifikan mempengaruhi hasil belajar siswa dalam menulis deskriptif (Fobserved = 4,43> Ftabel = 3,96). Hasil belajar siswa dalam menulis deskriptif yang diajarkan dengan menggunakan Metode Instruksi Konten Berbasis lebih tinggi dari hasil belajar siswa dalam menulis deskriptif yang diajarkan dengan menggunakan Metode Pengajaran Bahasa Berbasis Tugas (83,13> 76,68), (2) konsep diri tinggi dan rendah secara signifikan mempengaruhi hasil belajar siswa dalam menulis deskriptif (Fobserved = 5,04> F tabel = 2,75). Siswa konsep diri yang tinggi memiliki hasil belajar lebih tinggi dalam menulis dari pada siswa konsep diri rendah (84.30> 75.90) dan (3) Terdapat interaksi yang signifikan antara metode mengajar dan konsep diri terhadap hasil bealjar siswa dalam menulis dsekriptif (Fobserved = 4,16> F tabel = 2,75). Analisis menggunakan Scheffee-test mengungkapkan bahwa tinggi dan rendah konsep diri siswa memiliki hasil belajar yang lebih tinggi jika mereka diajarkan dengan menggunakan Metode Content Berbasis Instruksi sementara Metode Instruksi Bahasa Berbasis Tugas lebih efektif bagi siswa dalam menulis. Dengan demikian, dapat disimpulkan bahwa penerapan metode pengajaran dan pemahaman konsep diri siswa mempengaruhi hasil belajar siswa dalam menulis deskriptif. Itu dapat disimpulkan bahwa guru bahasa Inggris harus menerapkan metode pengajaran yang bervariasi dan lebih memperhatikan konsep diri siswa dalam mereka menguji hasil belajar siswa dalama menulis deskriptif.
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i ABSTRACT Dince: Registration Number : 082188310058
The Effect of Teaching Methods and Self-Concept on Students’ Achievement in Descriptive Writing. A Thesis. English Applied Linguistics Study Program, State University of Medan. 2013.
The objectives of this study are to investigate whether: (1) Students’achievement in writing taught by using CBI Teaching Method is higher than students’achievement taught by using TBLT Teaching Method, (2) the students’ achievement in writing descriptive of the students with high self concept is significantly higher than that of with low self concept, (3) there is an
interaction between students’ teaching method and self concepts on students’ achievement in writing. It was an experimental research with the population of students of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 1 Medan of Grade X of 2011/2012. Based on Cluster Ramdom Samplingtechnique, two classes were chosen, namely X1 and X2. the data were analyzed using Two-way ANOVA with 2 x 2 factorial design. Students’ self concept was measured using Likert scale (M Nazir, 1983). Students’ achievement in writing was measured using test writing and the reliability 0.90 by Jacobs et all’s ( 1981). The result reveals that (1)Content Based Instruction and Task Based Language Teaching significantly affect students’ achievement in writing (Fobserved = 4.43 > Ftable = 3.96). students’ achievement in writing taught by using Content Based Instruction is higher than students’ achievement in writing taught by using Task Based Language Teaching (83.13 > 76.68), (2) high and low self concept significantly affect students’ achievement in writing (Fobserved = 5.04 > F table = 2.75). High self concept students have higher achievement in writing than low self concepts students (84.30 > 75.90) and (3) There is significant interaction between teaching method and self concept on students’ achievement in writing (Fobserved = 4.16 > F table = 2.75).The Analysis using Scheffee-test reveals that high and low self concept students have higher achievement if they are taught by using Content Based Instruction Method while Task Based Language Instruction is more effective for visual students. Thus, it can be concluded that the application of teaching method and the understanding of students’ self concept affect students’ achievement in writing descriptive.It implies that English teachers should apply various teaching methods and pay more attention to the students’ self concept in their attempt to students’ achievement in writing descriptive.
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ACKNOWLEDGEMENTS
All praises be to Him, Tuhan Yesus Kristus for the great Blessings, Health and Luck that have been continuously poured to the writer in the process of completing her studies and this piece of academic masterpiece.
Praises all also addressed to our prophet Our God who has guided us to the better life of today.
In the process of completing this thesis, some names should be listed and thanked especially to those who have given the special care and attention.
To Prof. Dr. Busmin Gurning, M.Pd, her first adviser for the guidance, assistance, encouragement and valuable suggestions that have been given in the process of writing this thesis.
To Dr. Sri Minda Murni, MS, her second adviser for her available time spent for consultation, great supervision and full support in shaping this thesis. The deepest appreciation is especially directed to her for the full support and endless encouragement given as the former Head, English Applied Linguistics Study Program.
To Prof. Dr. Busmin Gurning, M.Pd and DR. Anni Holila Pulungan, M.Hum for their stimulating support during the completion of her thesis and the assistance in completing the administrative procedure.
She would like to take this special occasion to express her gratitude to Prof. Hj. Tina Mariany Arifin, M.A, Ph.D, Dr. Eddy Setia, M.Ed, TESP and Prof. Dian Armanto, M.Pd, M.A, M.Sc, Ph.D being her reviewers and examiners for the valuable inputs to be included in this thesis. Furthermore, she would like to
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express her high appreciation to all lecturers at English Applied Study Program UNIMED Medan who have shared their knowledge and experience with her during studying.
She is deeply indebted to Bappeda for great attention to teacher professionalism improvement by giving some of English Teachers the scholarship to study at English Applied Linguistics Study Program Postgraduate School. State University of Medan. Hopefully it will be given for others continuously.
To Dra. Hj. Safrimi, M.Pd the headmaster of State Senior High School 1 Medan for the permission to conduct the research and the English teachers, Dra. Fatimah Purba and Dra. Hj. Linny Rustina Nasution for their great help in collecting the data.
Finally, she realizes that she is really very sure that the care, attention, support and good education that given by her beloved parents are the basic foundation for her to be what she is now. She has no suitable word that can fully describe their everlasting love. Her endless special gratitude is especially addressed to her beloved husband, A.P Sinaga for his full understanding and support and her beloved one daughter, Melva Uli Sinaga for being so good and understandable and continuous motivation.
Last but not least, to her friend Suwito and Elisabet for her great help and encouragement during the completion of her thesis and all her friends in “Bappeda” class for their friendship and cooperation. It would be difficult to find such beautiful words but above all thank you so much.
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Medan, January 2013 The writer,
D I N C E LASMA TARIHORAN Registration Number : 082188310058
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v
TABLE OF CONTENT
ABSTRACT ... i
ACKNOWLEDGEMENTS ... ii
TABLE OF CONTENT ... v
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Research ... 1
1.2 Problem of the Research ... 6
1.3 Objective of the Study ... 7
1.4 The Scope of the Study ... 7
1.5 The Significance of the study ... 8
CHAPTER II LITERATURE ... 9
2.1 Theoretical Framework ... 9
2.1.1 Students’ Achievement in Writing ... 9
2.1.2 The Assessment of Writing Descriptive ... 9
2.1.3 Writing ... 12
2.1.3.1 Principle in Teaching Writing ... 14
2.1.3.2 The Stage of Writing Process ... 14
2.1.3.3 Responsive Writing Performance ... 16
2.1.4 Writing System ... 17
2.1.5 Descriptive Text ... 18
2.1.5.1 The Indication of Students’ Achievement in Descriptive Writing... 19
2.1.5.2 The Assessment of Writing ... 21
2.1.6 Teaching Method ... 23
2.1.6.1 Content – Based Instruction (CBI) ... 24
2.1.6.1.1 Models of CBI ... 31
2.1.6.1.2 Theme – Based Model ... 31
2.1.6.1.3 Sheltered Model ... 32
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2.1.6.2 Task-Based Language Teaching (TBLT)... 34
2.1.6.2.1 Theory of Learning in Task - Based Language Teaching ... 37
2.1.6.2.2 Tasks Provide Both The Input and Output Processing Necessary For Language Acquisition ... 37
2.1.6.2.3 Task Activity and Achievement are Motivation ... 38
2.1.6.2.4 The Objectives of TBLT ... 38
2.1.6.2.5 Types of Tasks ... 39
2.1.7 Self Concept ... 41
2.1.8 Learning Styles ... 48
2.1.8.1 Teacher Approaches to Students ... 54
2.2 Conceptual Framework ……… ... 55
2.2.1 The students’ achievement in writing taught by using Contextual- Based Instruction (CBI) higher than taught by using Task-Based Language Teaching (TBLT) ... 55
2.2.2 The students writing achievement with high self concept taught by using CBI is higher than those with low self concept taught by using TBLT ... 57
2.2.3 The interaction between teaching methods and self concept in Writing ... 58
2.3 Hypothesis ... 59
CHAPTER III METHOD OF RESEARCH ... 60
3.1 The Research Design ... 60
3.2 The Population and Sample ... 61
3.2.1 Population ... 61
3.2.1 Sample ... 62
3.3 The Procedure of Giving Treatment ... 62
3.4 Validity in Giving Treatment ... 63
3.5 The Instrument of Data Collection ... 64
3.6 Students’ Self Regulation Questionnaire ... 64
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3.8 The procedure of Data Collection ... 67
2.8.1 Preparation ... 67
3.8.2 Pre-Test ... 68
3.8.3 Treatment ... 68
3.8.4 Post-Test ... 68
3.9 Test Items ... 68
3.10 Instrument of Validation ... 69
3.10.1 Validity ... 69
3.10.2 Reliability ... 70
3.11 The Technique of Analyzing Data ... 71
CHAPTER IV DATA AND DATA ANALYS ... 72
4.1 Description of the Research Data ... 72
4.1.1 The Students, Achievement in Writing Taught by Using Content Based Instruction ... 73
4.1.2 The Students’ Achievement in Writing Taught by Using Task Based Learning Teaching ... 75
4.1.3 The Students’ on Achievement in Writing for Those Who Have High Self Concept ... 77
4.1.4 The Students’ Achievement in Writing for Those Who Have Low Self Concept ... 79
4.1.5 The Students’ Achievement in Writing Taught by Using Content Based Instruction For Those Who Have High Self Concept ... 81
4.1.6 Writing Achievement of Students Taught by Using Content Based Instruction with Low Self Concept ... 83
4.1.7 The Students’ Achievement in Writing taught by using Task Based Learning for those high self concept ... 84
4.1.8 Writing on Achievement of Students taught by Task Based Learning Teaching with Low self concept ... 86
4.2 Requirement of Data Analysis ... 88
4.2.1 Normality Test ... 88
4.2.2 Homogeneity Test ... 89
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4.2.2.2 Groups of self regulations ... 90
4.2.2.3 Groups of Interaction ... 90
4.3 Testing Hypotheses ... 91
4.3.1 The Students’ Achievement in Writing Taught by Using Content Based Instruction Methods in higher than the students’ Achievement in Writing Taught by Task Based Learning Teaching Methods ... 93
4.3.2 There is Different Students’ achievement in Writing between Students with High Self Concept and Students with Low Self Concept ... 94
4.3.3 There is Significant Instruction between Teaching Method and Self Regulation on Students’ Achievement in Writing ... 95
4.4 Discussion ... 99
4.4.1 The Effect of Content Based Instruction and Task Based Learning Teaching on Students’ Achievement in Writing ... 99
4.4.2 The Effect of High and Low Self Concept on Students’ Achievement In Writing ... 101
4.4.3 The Instruction between Teaching Method and Self Concept on Students’ Achievement in Writing Description ... 102
4.5 Discussion and Analysis of Results ... 104
4.6 Limitation of the Research ... 111
CHAPTER V CONCULATION AND SUGGESTIOS ... 112
5.1 Conclusions ... 112
5.2 Implications ... 112
5.3 Suggestions ... 114
REFERENCES ... 115
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112
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and hypotheses testing, it can be concluded that:
1. Students’ achievement in writing taught by using Content Based Instruction is higher than students’ achievement taught by using Task Based Learning Teaching.
2. There is different of students’ achievement in writing descriptive text between students with high and students low self concept.
3. There is a significant interaction between teaching method and self concept on students’ achievement in writing. Students’ achievement in writing is influenced by teaching method and self concept. The result of statistical testing by using Scheffe-test indicates that students with high self concept are more effective taught by Content Based Instruction.
5.2 Implications
The first finding of this study implies that many English teachers apply ineffective teaching methods in teaching writing because many students do not have written and spoken ability in communication, they can not speak fluently and compose a good writing. Thus, teachers should apply verities of teaching methods. The first finding of this research proves that Content Based Instruction
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and Task Based learning Teaching methods significantly affect students’ achievement in writing. Students taught by using Content Based Instruction have better achievement in writing than students taught by using Task Based Learning Teaching.
The second finding of this research implies that many teachers tend to apply one way in teaching. They are not aware that the ways of students in learning are different. They have their own way in studying. Using only one learning style makes students boring and uncomfortable so they can not achieve their optimal achievement. In the classroom, many teachers sometimes do the things that the auditory like, especially when they teach writing. For example, they ask students to do the work sheet books without guiding them. In addition, teachers tend to teach in their own way. They sometimes ignore the tasks of writing that given in the text book. They only discuss reading text.
Finally, the third research finding of this study implies that teachers apply teaching methods that are not suitable with students’ self concept. Students who have high self concept are applied techniques that involve lecturing and taking note and of course they do not suit their self concept. As a result, they are not satisfied with their achievement in writing. The third finding of this research indicates that students taught by teaching methods that suit their ways of learning get better achievement.
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114
5.3 Suggestions
In connection with the conclusions and implications, it is suggested that: 1. Teachers should test their self concept in order to create good teaching
methods in teaching learning process.
2. English teachers should apply Content Based Instruction and Task Based Learning Teaching to enhance, retain and retrieve foreign words.
3. Teachers should test their students’ self concept in order to suit teaching methods in order to increase their achievement in writing.
4. Workshops must be provided to make English teachers more familiar with effective writing teaching methods.
5. Both students who have high and low self concept should be taught by Content Based Instruction.
6. Task Based Learning Teaching is more effective to be applied to students who have high self concept.
7. Teacher should motivate students to write because through writing, they can increase their vocabulary, to develop their ability to write well because by intensive and extensive writing, their horizon will be broadened.
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REFERENCES
Arikunto. 2006. Prosedur Penelitian-Suatu Pendekatan Praktik dalam Metode Penelitian
Ary, Donald. 1979. Introduction to Research. Amerika: Holt, Rinehart, and Winston.
Belasco. 2001.Constructing Literacies. Boston. Heinle & Heinle of Thompson Learning, Inc.
Burnett, P. (1999). Children’s self-talk and academic self-concepts: The impact of teacher’s statements. Educational Psychology in Practice, 15, 195-200
Burnett, P. (2003). The impact of teacher feedback on self-talk and self-concept in reading and mathematics. Journal of classroom interaction
Chapman, J.W., & Boersma, F.J.(1991). Assessment of Learning disabled students’s academic self concepts with the PASS: findings from 15 years of research.Developmental disabilities Bulletin, 19,81-104
Byrne, B.M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychological Association Doff, A. 2005. Teach English: A Training course for Teachers. Cambridge. Cambridge University Press.
Harris, K.R, Santangelo, T and Graham, S. 2008. Self-Regulated Strategy Development in Writing: Going Beyond NLEs to a more balanced Approach Krause, K.B & Duchesne,S. 2006. Educational Psychology for learning and Teaching. Melbourne. Nelson
Lawson, M.S. & Choun, R.J. 1992. Directing Christian Education: The Changing Role of the Christian Education Specialist. Chicago. Moody Press.
Lebar, L.E.1995. Education That Is Christian. Colorado. Cook Communication.
Lienemann and Ortiz Torri. 2008. Exceptional Children. (CASL;
www.vanderbilt.edu/CASL). Retrieved on 11 March 2009 O’Donnell, A.M., Reeve,J. & Smith J.K. (2005). Educational
Psychology:reflection for action(pp.94-100). Danver. John willey & Sons,Inc. Pujiastuti, A. 2007. Meningkatkan Keterampilan Menulis Dalam Bahasa Inggris Untuk Siswa SMP Dengan Memberdayakan Objek Nyata Yang Berada Dalam Kehidupan Siswa Sehari-hari (journal)
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116
Ray, M.B & Ramsfield, J. 2005. Legal Writing: Getting It Right and Getting It Written. St.Paul. West Publishing Co.
Richards, J.C., & Rodgers, T.S. 2001. Approaches and Methods in Language Teaching (2nd ed). Cambridge:Cambridge University Press
Rosnow, R. L & Rosnow, M.2006. Writing Papers in Psychology. Canada. Thompson Warsdworth
Ruble, D.and Frey, K.S. (1991). Changing patterns of comparative behavior as skills are acquired: a function model of self-evaluation. In J. Suls & T.A. Wills (Eds.). Social comparison: contemporary theory and research (pp.79-107). Hillsdale,NJ: Lawrence Erlbaum
Ryan, M. 2008. Ask the Teacher; A Practioner’s Guide to Teaching and Learning in the Diverse Classroom. Boston. Pearson Education Inc.
Strode, C.1991. Writing as a Tool for Learning; Issues and Inquiry in College Learning and Teaching.15 (2), 46-59.University of Arkansas
Sugeng Bambang, 2009. Contextual English For Grade X of Senior High Schools Swann, W.B., Jr.1999. Ressilient identities: self, relationships, and the
construction of social reality. New York: Basic Books
Suryabrata, S. 1995. Psikologi Kepribadian. Jakarta. PT.Raja Grafindo Persada. Swann, W.B.(1999). Ressilient identities: self, relationships, and the construction of social reality. New York: Basic Books
Teply.1990. Legal writing, analysis, and oral argument. Nebraska. West Publishing Co.
Timperley, H.S. and Parr, J.M. 2005.Theory Competition and the Process of Change. (journal).
Van Brummelen, H. 1998. Walking With God In The Classroom. Seattle. Alta Vista College Press.
Wills, J. 2007. “The trouble with year 10”. 13-16 year old school students attitudes to higher education (journal)
http://dictionary.reference.com/browse/cognitive+development retrieved on November 14, 2009. 10.16. p.m
http://wiki.answers.com/Q/Definition_of_academic_achievement_in_educational_ administration_how_can_the_school_environment_affect_academic_achievement retrieved on November 14, 2009. 10.19.p.m
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4.2.2.2 Groups of self regulations ... 90
4.2.2.3 Groups of Interaction ... 90
4.3 Testing Hypotheses ... 91
4.3.1 The Students’ Achievement in Writing Taught by Using Content Based Instruction Methods in higher than the students’ Achievement in Writing Taught by Task Based Learning Teaching Methods ... 93
4.3.2 There is Different Students’ achievement in Writing between Students with High Self Concept and Students with Low Self Concept ... 94
4.3.3 There is Significant Instruction between Teaching Method and Self Regulation on Students’ Achievement in Writing ... 95
4.4 Discussion ... 99
4.4.1 The Effect of Content Based Instruction and Task Based Learning Teaching on Students’ Achievement in Writing ... 99
4.4.2 The Effect of High and Low Self Concept on Students’ Achievement In Writing ... 101
4.4.3 The Instruction between Teaching Method and Self Concept on Students’ Achievement in Writing Description ... 102
4.5 Discussion and Analysis of Results ... 104
4.6 Limitation of the Research ... 111
CHAPTER V CONCULATION AND SUGGESTIOS ... 112
5.1 Conclusions ... 112
5.2 Implications ... 112
5.3 Suggestions ... 114
REFERENCES ... 115
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CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and hypotheses testing, it can be concluded
that:
1. Students’ achievement in writing taught by using Content Based
Instruction is higher than students’ achievement taught by using Task
Based Learning Teaching.
2. There is different of students’ achievement in writing descriptive text
between students with high and students low self concept.
3. There is a significant interaction between teaching method and self
concept on students’ achievement in writing. Students’ achievement in
writing is influenced by teaching method and self concept. The result of
statistical testing by using Scheffe-test indicates that students with high
self concept are more effective taught by Content Based Instruction.
5.2 Implications
The first finding of this study implies that many English teachers apply
ineffective teaching methods in teaching writing because many students do not
have written and spoken ability in communication, they can not speak fluently and
compose a good writing. Thus, teachers should apply verities of teaching
(3)
and Task Based learning Teaching methods significantly affect students’
achievement in writing. Students taught by using Content Based Instruction have
better achievement in writing than students taught by using Task Based Learning
Teaching.
The second finding of this research implies that many teachers tend to
apply one way in teaching. They are not aware that the ways of students in
learning are different. They have their own way in studying. Using only one
learning style makes students boring and uncomfortable so they can not achieve
their optimal achievement. In the classroom, many teachers sometimes do the
things that the auditory like, especially when they teach writing. For example,
they ask students to do the work sheet books without guiding them. In addition,
teachers tend to teach in their own way. They sometimes ignore the tasks of
writing that given in the text book. They only discuss reading text.
Finally, the third research finding of this study implies that teachers apply
teaching methods that are not suitable with students’ self concept. Students who
have high self concept are applied techniques that involve lecturing and taking
note and of course they do not suit their self concept. As a result, they are not
satisfied with their achievement in writing. The third finding of this research
indicates that students taught by teaching methods that suit their ways of learning
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5.3 Suggestions
In connection with the conclusions and implications, it is suggested that:
1. Teachers should test their self concept in order to create good teaching
methods in teaching learning process.
2. English teachers should apply Content Based Instruction and Task Based
Learning Teaching to enhance, retain and retrieve foreign words.
3. Teachers should test their students’ self concept in order to suit teaching
methods in order to increase their achievement in writing.
4. Workshops must be provided to make English teachers more familiar with
effective writing teaching methods.
5. Both students who have high and low self concept should be taught by
Content Based Instruction.
6. Task Based Learning Teaching is more effective to be applied to students
who have high self concept.
7. Teacher should motivate students to write because through writing, they
can increase their vocabulary, to develop their ability to write well because
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REFERENCES
Arikunto. 2006. Prosedur Penelitian-Suatu Pendekatan Praktik dalam Metode Penelitian
Ary, Donald. 1979. Introduction to Research. Amerika: Holt, Rinehart, and Winston.
Belasco. 2001.Constructing Literacies. Boston. Heinle & Heinle of Thompson Learning, Inc.
Burnett, P. (1999). Children’s self-talk and academic self-concepts: The impact of teacher’s statements. Educational Psychology in Practice, 15, 195-200
Burnett, P. (2003). The impact of teacher feedback on self-talk and self-concept in reading and mathematics. Journal of classroom interaction
Chapman, J.W., & Boersma, F.J.(1991). Assessment of Learning disabled students’s academic self concepts with the PASS: findings from 15 years of research. Developmental disabilities Bulletin, 19,81-104
Byrne, B.M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychological Association Doff, A. 2005. Teach English: A Training course for Teachers. Cambridge. Cambridge University Press.
Harris, K.R, Santangelo, T and Graham, S. 2008. Self-Regulated Strategy Development in Writing: Going Beyond NLEs to a more balanced Approach Krause, K.B & Duchesne,S. 2006. Educational Psychology for learning and Teaching. Melbourne. Nelson
Lawson, M.S. & Choun, R.J. 1992. Directing Christian Education: The Changing Role of the Christian Education Specialist. Chicago. Moody Press.
Lebar, L.E.1995. Education That Is Christian. Colorado. Cook Communication. Lienemann and Ortiz Torri. 2008. Exceptional Children. (CASL;
www.vanderbilt.edu/CASL). Retrieved on 11 March 2009 O’Donnell, A.M., Reeve,J. & Smith J.K. (2005). Educational
Psychology:reflection for action(pp.94-100). Danver. John willey & Sons,Inc. Pujiastuti, A. 2007. Meningkatkan Keterampilan Menulis Dalam Bahasa Inggris Untuk Siswa SMP Dengan Memberdayakan Objek Nyata Yang Berada Dalam Kehidupan Siswa Sehari-hari (journal)
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Ray, M.B & Ramsfield, J. 2005. Legal Writing: Getting It Right and Getting It Written. St.Paul. West Publishing Co.
Richards, J.C., & Rodgers, T.S. 2001. Approaches and Methods in Language Teaching (2nd ed). Cambridge:Cambridge University Press
Rosnow, R. L & Rosnow, M.2006. Writing Papers in Psychology. Canada. Thompson Warsdworth
Ruble, D.and Frey, K.S. (1991). Changing patterns of comparative behavior as skills are acquired: a function model of self-evaluation. In J. Suls & T.A. Wills (Eds.). Social comparison: contemporary theory and research (pp.79-107). Hillsdale,NJ: Lawrence Erlbaum
Ryan, M. 2008. Ask the Teacher; A Practioner’s Guide to Teaching and Learning in the Diverse Classroom. Boston. Pearson Education Inc.
Strode, C.1991. Writing as a Tool for Learning; Issues and Inquiry in College Learning and Teaching.15 (2), 46-59.University of Arkansas
Sugeng Bambang, 2009. Contextual English For Grade X of Senior High Schools Swann, W.B., Jr.1999. Ressilient identities: self, relationships, and the
construction of social reality. New York: Basic Books
Suryabrata, S. 1995. Psikologi Kepribadian. Jakarta. PT.Raja Grafindo Persada. Swann, W.B.(1999). Ressilient identities: self, relationships, and the construction of social reality. New York: Basic Books
Teply.1990. Legal writing, analysis, and oral argument. Nebraska. West Publishing Co.
Timperley, H.S. and Parr, J.M. 2005.Theory Competition and the Process of Change. (journal).
Van Brummelen, H. 1998. Walking With God In The Classroom. Seattle. Alta Vista College Press.
Wills, J. 2007. “The trouble with year 10”. 13-16 year old school students attitudes to higher education (journal)
http://dictionary.reference.com/browse/cognitive+development retrieved on November 14, 2009. 10.16. p.m
http://wiki.answers.com/Q/Definition_of_academic_achievement_in_educational_ administration_how_can_the_school_environment_affect_academic_achievement retrieved on November 14, 2009. 10.19.p.m