THE EFFECTIVENESS OF PAIRED WRITING METHOD TO TEACH WRITING VIEWED FROM STUDENT SELF-EFFICACY.
THE EFFECTIVENESS OF PAIRED WRITING METHOD TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-EFFICACY
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)
THESIS
By
UTAMI RIA PRATIWI
S891302045
Submitted to Sebelas Maret University to Fulfill One of the Requirements
to Obtain Master Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL OF
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2014
i
APPROVAL
THE EFFECTIVENESS OF PAIRED WRITING METHOD TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-EFFICACY
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)
By
Utami Ria Pratiwi
S891302045
This Thesis has been Approved by the Consultants of English Education
Department Graduate School of Teachers Training and Education Faculty of
Sebelas Maret University, Surakarta, in 2014
Consultant I
Consultant II
Dr. Ngadiso, M.Pd
NIP. 19621231 1988 03 1 009
Dr. Abdul Asib, M.Pd
NIP. 19520307 1980 03 1 005
Known by
The Head of English Education Department
Graduate School of Teacher Training and Education Faculty of
Sebelas Maret University
Dr. Abdul Asib, M.Pd
NIP. 19520307 1980 03 1 005
ii
LEGITIMATION FROM THE BOARD OF EXAMINERS
THE EFFECTIVENESS OF PAIRED WRITING METHOD TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-EFFICACY
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)
By
Utami Ria Pratiwi
S891302045
This Thesis has been Examined by the Board of Thesis Examiners of English
Education Department of Teacher Training and Education Faculty of Graduate
School of Sebelas Maret University Surakarta on December 10th, 2014
Board of Examiners
Chairperson
: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D
NIP.19600918 1987 02 2 001
……………
Secretary
: Dr. Sumardi, M.Hum
NIP.19740608 1999 03 1 002
……………
Examiner I
: Dr. Ngadiso, M.Pd
NIP.19621231 1988 03 1 009
……………
Examiner II
: Dr. Abdul Asib, M.Pd
NIP.19520307 1980 03 1 005
……………
The Dean of Teacher Training and
Education Faculty of Graduate School of
Sebelas Maret University
Prof. Dr. M. Furqon Hidayatullah, M.Pd
NIP.19600727 1987 02 1 001
iii
The Head of English Education of
Teacher Training and Education Faculty
of Graduate School of Sebelas Maret
University
Dr. Abdul Asib, M.Pd
NIP.19520307 1980 03 1 005
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Effectiveness
of Paired Writing Method to Teach Writing Viewed from Students’ Self-Efficacy
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)". It is not plagiarism or
made by others. Anything related to others’ work is written in quotation, the
sources of which are listed on the references.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, November 2014
Utami Ria Pratiwi
iv
ABSTRACT
Utami Ria Pratiwi. S891302045. THE EFFECTIVENESS OF PAIRED
WRITING METHOD TO TEACH WRITING VIEWED FROM STUDENTS’
SELF-EFFICACY (An Experimental Study at the Eighth Grade of SMP
Muhammadiyah Boarding School Yogyakarta in the Academic Year of
2013/2014). First consultant: Dr.Ngadiso, M.Pd.; Second consultant: Dr.Abdul
Asib, M.Pd. Thesis. Surakarta: English Education Department Graduate School of
Teachers Training and Education Faculty. Sebelas Maret University. 2014
This research aims to describe whether: (1) Paired writing method is more
effective than Guided writing method to teach writing to the Eighth grade of SMP
Muhammadiyah Boarding School in the Academic Year of 2013/2014; (2) the
students who have high self-efficacy have better writing skill than those who have
low self-efficacy of the eighth grade of that school; and (3) there is an interaction
between teaching methods and self-efficacy to teach writing to the eighth grade of
that school.
This experimental study was conducted at SMP Muhammadiyah Boarding
School Yogyakarta in the Academic year of 203/2014. The population in this
research is the eighth grade students of that school. The total number of
population is 144 students coming from four classes. The samples are 8C as the
experimental class and 8D as the control class in which each consists of 36
students. Each class was divided into two groups (the students who have high and
low self-efficacy). The data were collected using writing test and self-efficacy
questionnaire. Then, the data were analyzed by using Multifactor analysis of
variance ANOVA 2x2 and Tukey test.
The research findings revealed that : (1) Paired writing method is more
effective than Guided writing method to teach writing; (2) the students who have
high self-efficacy have better writing skill than those who have low self-efficacy;
and (3) there is an interaction between teaching methods and self-efficacy in
teaching writing.
Finally, it can be inferred that Paired writing method is an effective
method to teach writing for the eighth grade and the students having high selfefficacy have better writing skill than those having low self-efficacy. Furthermore,
the effectiveness of Paired writing method is affected by the level of students’
self-efficacy. Hopefully, the research findings can be used as a reference for other
researchers in the future research and it contributes in developing teaching and
learning writing.
Keywords: Paired Writing Method, Guided Writing Method, self-efficacy,
experimental study
v
MOTTO
"The best people are those that bring most benefit to others”
(HR. Thabrani and Daruquthni)
vi
DEDICATION
This thesis is dedicated to:
My beloved parents, Ibu & Bapak
My sister & brother
My big family
My friends in Ar-Raudah
Parallel Class of 2013
vii
ACKNOWLEDGMENT
All praise is due to Allah SWT., by the grace of Him, the writer could finish
this thesis. In the process of this research, the writer received support and help
from many people. Therefore, she would like to express her special gratitude to:
1. The Dean of Teacher Training and Education Faculty, for approving this
thesis.
2. The Head of English Education Department of Graduate School, for his
permission to complete this thesis.
3. Dr. Ngadiso, M.Pd., as the first consultant, for the invaluable guidance and
advice.
4. Dr. Abdul Asib, M.Pd., as the second consultant, who always guides the writer
in finishing this thesis.
5. Agus Yuliyanto, S.Pd., the Headmaster of SMP Muhammadiyah Boarding
School Yogyakarta, for his willingness to permit the researcher in conducting
the research in his school.
6. Endri Widyatmoko, S.Pd., the English teacher of SMP Muhammadiyah
Boarding School, who helps the researcher in conducting the research.
7. The 8th grade of SMP Muhammadiyah Boarding School especially in 8C and
8D, the subjects of the research, for being cooperative during the research
process.
8. The big family of hers and everyone who helped the writer in accomplishing
the thesis.
The suggestion and comment are accepted gratefully for the progress.
Hopefully, this thesis will give contribution and useful for the readers and the
development of English language teaching.
Surakarta,
November 2014
Utami Ria Pratiwi
viii
TABLE OF CONTENTS
TITLE ............................................................................................................
i
APPROVAL ...................................................................................................
ii
LEGITIMATION ..........................................................................................
iii
PRONOUNCEMENT ....................................................................................
iv
ABSTRACT ....................................................................................................
v
MOTTO ..........................................................................................................
vi
DEDICATION ................................................................................................
vii
ACKNOWLEDGMENT ...............................................................................
viii
TABLE OF CONTENTS ..............................................................................
ix
LIST OF TABLES .........................................................................................
xii
LIST OF FIGURES .......................................................................................
xiii
LIST OF APPENDICES ...............................................................................
xiv
CHAPTER I
CHAPTER II
INTRODUCTION
A. Background of the Study ..............................................
1
B. Problem Identification .................................................
5
C. Problem Limitation ......................................................
6
D. Problem Statement ......................................................
6
E. Research Objectives ....................................................
6
F. Significance of the Study .............................................
7
LITERATURE REVIEW
A. Writing ..........................................................................
10
1. The Definition of Writing .......................................
10
2. Writing Skill ............................................................
11
3. The Difficulties of Writing .......................................
13
4. Principles of Teaching Writing ...............................
16
5. Teaching Students How to Process Writing.............
17
a. Product Approach ..............................................
18
b. Process Approach ..............................................
19
6. The Roles of the Teacher in Writing Class .............
21
ix
CHAPTER III
CHAPTER IV
7. Assessing Writing ....................................................
22
B. Review of Paired Writing .............................................
24
1. Definition ................................................................
24
2. Paired Writing Procedures ......................................
25
3. Advantages of Paired Writing .................................
28
4. Disadvantages of Paired Writing .............................
30
C. Review of Guided Writing .............................................
30
1. Definition .................................................................
30
2. Guided Writing Procedures ......................................
31
3. Advantages of Guided Writing ................................
34
4. Disadvantages of Guided Writing ............................
35
D. Self-Efficacy .................................................................
36
1. Definition ................................................................
36
2. The source of Self-efficacy .....................................
37
3. The construct of Self-efficacy ..................................
38
E. Review of Relevant Studies ..........................................
41
F. Rationale .......................................................................
47
G. Hypothesis .....................................................................
51
RESEARCH METHODOLOGY
A. Setting of the Research .................................................
52
B. Research Method ..........................................................
52
C. The Subject of the Research .........................................
54
D. Techniques of Collecting the Data ...............................
56
E. Techniques of Analyzing Data .....................................
59
F. Statistical Hypotheses ....................................................
63
RESEARCH FINDINGS
A. Implementation of The Research..................................
65
1.
Initial Stage ............................................................
65
2.
Implementation Stage ............................................
66
B. Data Description ...........................................................
66
C. Data Analysis................................................................
75
x
CHAPTER V
D. Hypothesis Testing .......................................................
77
E. Discussion of the Result ...............................................
82
CONCLUSION,
IMPLICATION
AND
SUGGESTION
A. Conclusion ...................................................................
91
B. Implication and Suggestion ..........................................
92
BIBLIOGRAPHY ..........................................................................................
97
APPENDICES ................................................................................................
103
xi
LIST OF TABLES
Table 2.1 Scoring Profile of Writing .............................................................
23
Table 4.1 Topics for Teaching Writing ..........................................................
66
Table 4.2 Frequency distribution of A1..........................................................
68
Table 4.3 Frequency distribution of A2..........................................................
69
Table 4.4 Frequency distribution of B1 ..........................................................
70
Table 4.5 Frequency distribution of B2 ..........................................................
71
Table 4.6 Frequency distribution of A1B1......................................................
72
Table 4.7 Frequency distribution of A1B2......................................................
73
Table 4.8 Frequency distribution of A2B1......................................................
74
Table 4.9 Frequency distribution of A2B2......................................................
74
Table 4.10 The summary of Normality test .....................................................
76
Table 4.11 The summary of Homogeneity test ................................................
76
Table 4.12 The summary of ANOVA 2x2.......................................................
77
Table 4.13 The summary of the Mean Score ...................................................
77
Table 4.14 Summary of Tukey Test .................................................................
79
xii
LIST OF FIGURES
Figure 2.1
Procedures involved in producing a written text ........................
20
Figure 3.1
Simple Factorial Designs 2x2.....................................................
54
Figure 4.1
Histogram and polygon of data A1 .............................................
68
Figure 4.2
Histogram and polygon of data A2 .............................................
69
Figure 4.3
Histogram and polygon of data B1 .............................................
70
Figure 4.4
Histogram and polygon of data B2 .............................................
71
Figure 4.5
Histogram and polygon of data A1B1 .........................................
72
Figure 4.6
Histogram and polygon of data A1B2 .........................................
73
Figure 4.7
Histogram and polygon of data A2B1 .........................................
74
Figure 4.8
Histogram and polygon of data A2B2 .........................................
75
xiii
LIST OF APPENDICES
Appendix 1: Research Instrument
Appendix 1.1 Syllabus of Writing ................................................................
Appendix 1.2 Lesson plan for experimental class ........................................
Appendix 1.3 Lesson plan for control class ..................................................
103
105
155
Appendix 1.4
Appendix 1.5
Appendix 1.6
Appendix 1.7
Appendix 1.8
Appendix 1.9
Appendix 1.10
Appendix 1.11
Appendix 1.12
Blue print of Self-efficacy (Try out) ......................................
Self-efficacy questionnaire (Try out) .....................................
Blue print of Self-efficacy (After being try out) ....................
Self-efficacy questionnaire (After being try out) ...................
Readability of writing test ......................................................
The Result of Readability of Writing Test .............................
The Instrument of Writing test ...............................................
Scoring Rubric of Writing Test ..............................................
Editing checklist for Narrative and Recount text ...................
210
211
214
215
218
219
221
222
224
Appendix 2: Result of Instrument Try Out
Appendix 2.1 Validity of Self-efficacy questionnaire ..................................
Appendix 2.2 Reliability of Self-efficacy questionnaire ..............................
226
239
Appendix 3: The Result of Research
Appendix 3.1 The Score of Experiment Class ..............................................
Appendix 3.2 The Score of Control class .....................................................
Appendix 3.3 Descriptive Analysis ..............................................................
Appendix 3.4 Normality Test........................................................................
Appendix 3.5 Homogeneity Test ..................................................................
Appendix 3.6 ANOVA .................................................................................
Appendix 3.7 Tukey Test ..............................................................................
249
250
251
259
268
269
270
Appendix 4: Students’ Worksheet
Appendix 4.1 Pair Editing Checklist.............................................................
Appendix 4.1 Students’ Worksheet of Experimental Class ..........................
Appendix 4.2 Students’ Worksheet of Control Class ...................................
271
273
276
Appendix 5: The Letter of Permission
Appendix 5.1 The Letter of Permission .........................................................
280
xiv
WRITING VIEWED FROM STUDENTS’ SELF-EFFICACY
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)
THESIS
By
UTAMI RIA PRATIWI
S891302045
Submitted to Sebelas Maret University to Fulfill One of the Requirements
to Obtain Master Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL OF
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2014
i
APPROVAL
THE EFFECTIVENESS OF PAIRED WRITING METHOD TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-EFFICACY
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)
By
Utami Ria Pratiwi
S891302045
This Thesis has been Approved by the Consultants of English Education
Department Graduate School of Teachers Training and Education Faculty of
Sebelas Maret University, Surakarta, in 2014
Consultant I
Consultant II
Dr. Ngadiso, M.Pd
NIP. 19621231 1988 03 1 009
Dr. Abdul Asib, M.Pd
NIP. 19520307 1980 03 1 005
Known by
The Head of English Education Department
Graduate School of Teacher Training and Education Faculty of
Sebelas Maret University
Dr. Abdul Asib, M.Pd
NIP. 19520307 1980 03 1 005
ii
LEGITIMATION FROM THE BOARD OF EXAMINERS
THE EFFECTIVENESS OF PAIRED WRITING METHOD TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-EFFICACY
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)
By
Utami Ria Pratiwi
S891302045
This Thesis has been Examined by the Board of Thesis Examiners of English
Education Department of Teacher Training and Education Faculty of Graduate
School of Sebelas Maret University Surakarta on December 10th, 2014
Board of Examiners
Chairperson
: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D
NIP.19600918 1987 02 2 001
……………
Secretary
: Dr. Sumardi, M.Hum
NIP.19740608 1999 03 1 002
……………
Examiner I
: Dr. Ngadiso, M.Pd
NIP.19621231 1988 03 1 009
……………
Examiner II
: Dr. Abdul Asib, M.Pd
NIP.19520307 1980 03 1 005
……………
The Dean of Teacher Training and
Education Faculty of Graduate School of
Sebelas Maret University
Prof. Dr. M. Furqon Hidayatullah, M.Pd
NIP.19600727 1987 02 1 001
iii
The Head of English Education of
Teacher Training and Education Faculty
of Graduate School of Sebelas Maret
University
Dr. Abdul Asib, M.Pd
NIP.19520307 1980 03 1 005
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Effectiveness
of Paired Writing Method to Teach Writing Viewed from Students’ Self-Efficacy
(An Experimental Study at the Eighth Grade of SMP Muhammadiyah Boarding
School Yogyakarta in the Academic Year of 2013/2014)". It is not plagiarism or
made by others. Anything related to others’ work is written in quotation, the
sources of which are listed on the references.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, November 2014
Utami Ria Pratiwi
iv
ABSTRACT
Utami Ria Pratiwi. S891302045. THE EFFECTIVENESS OF PAIRED
WRITING METHOD TO TEACH WRITING VIEWED FROM STUDENTS’
SELF-EFFICACY (An Experimental Study at the Eighth Grade of SMP
Muhammadiyah Boarding School Yogyakarta in the Academic Year of
2013/2014). First consultant: Dr.Ngadiso, M.Pd.; Second consultant: Dr.Abdul
Asib, M.Pd. Thesis. Surakarta: English Education Department Graduate School of
Teachers Training and Education Faculty. Sebelas Maret University. 2014
This research aims to describe whether: (1) Paired writing method is more
effective than Guided writing method to teach writing to the Eighth grade of SMP
Muhammadiyah Boarding School in the Academic Year of 2013/2014; (2) the
students who have high self-efficacy have better writing skill than those who have
low self-efficacy of the eighth grade of that school; and (3) there is an interaction
between teaching methods and self-efficacy to teach writing to the eighth grade of
that school.
This experimental study was conducted at SMP Muhammadiyah Boarding
School Yogyakarta in the Academic year of 203/2014. The population in this
research is the eighth grade students of that school. The total number of
population is 144 students coming from four classes. The samples are 8C as the
experimental class and 8D as the control class in which each consists of 36
students. Each class was divided into two groups (the students who have high and
low self-efficacy). The data were collected using writing test and self-efficacy
questionnaire. Then, the data were analyzed by using Multifactor analysis of
variance ANOVA 2x2 and Tukey test.
The research findings revealed that : (1) Paired writing method is more
effective than Guided writing method to teach writing; (2) the students who have
high self-efficacy have better writing skill than those who have low self-efficacy;
and (3) there is an interaction between teaching methods and self-efficacy in
teaching writing.
Finally, it can be inferred that Paired writing method is an effective
method to teach writing for the eighth grade and the students having high selfefficacy have better writing skill than those having low self-efficacy. Furthermore,
the effectiveness of Paired writing method is affected by the level of students’
self-efficacy. Hopefully, the research findings can be used as a reference for other
researchers in the future research and it contributes in developing teaching and
learning writing.
Keywords: Paired Writing Method, Guided Writing Method, self-efficacy,
experimental study
v
MOTTO
"The best people are those that bring most benefit to others”
(HR. Thabrani and Daruquthni)
vi
DEDICATION
This thesis is dedicated to:
My beloved parents, Ibu & Bapak
My sister & brother
My big family
My friends in Ar-Raudah
Parallel Class of 2013
vii
ACKNOWLEDGMENT
All praise is due to Allah SWT., by the grace of Him, the writer could finish
this thesis. In the process of this research, the writer received support and help
from many people. Therefore, she would like to express her special gratitude to:
1. The Dean of Teacher Training and Education Faculty, for approving this
thesis.
2. The Head of English Education Department of Graduate School, for his
permission to complete this thesis.
3. Dr. Ngadiso, M.Pd., as the first consultant, for the invaluable guidance and
advice.
4. Dr. Abdul Asib, M.Pd., as the second consultant, who always guides the writer
in finishing this thesis.
5. Agus Yuliyanto, S.Pd., the Headmaster of SMP Muhammadiyah Boarding
School Yogyakarta, for his willingness to permit the researcher in conducting
the research in his school.
6. Endri Widyatmoko, S.Pd., the English teacher of SMP Muhammadiyah
Boarding School, who helps the researcher in conducting the research.
7. The 8th grade of SMP Muhammadiyah Boarding School especially in 8C and
8D, the subjects of the research, for being cooperative during the research
process.
8. The big family of hers and everyone who helped the writer in accomplishing
the thesis.
The suggestion and comment are accepted gratefully for the progress.
Hopefully, this thesis will give contribution and useful for the readers and the
development of English language teaching.
Surakarta,
November 2014
Utami Ria Pratiwi
viii
TABLE OF CONTENTS
TITLE ............................................................................................................
i
APPROVAL ...................................................................................................
ii
LEGITIMATION ..........................................................................................
iii
PRONOUNCEMENT ....................................................................................
iv
ABSTRACT ....................................................................................................
v
MOTTO ..........................................................................................................
vi
DEDICATION ................................................................................................
vii
ACKNOWLEDGMENT ...............................................................................
viii
TABLE OF CONTENTS ..............................................................................
ix
LIST OF TABLES .........................................................................................
xii
LIST OF FIGURES .......................................................................................
xiii
LIST OF APPENDICES ...............................................................................
xiv
CHAPTER I
CHAPTER II
INTRODUCTION
A. Background of the Study ..............................................
1
B. Problem Identification .................................................
5
C. Problem Limitation ......................................................
6
D. Problem Statement ......................................................
6
E. Research Objectives ....................................................
6
F. Significance of the Study .............................................
7
LITERATURE REVIEW
A. Writing ..........................................................................
10
1. The Definition of Writing .......................................
10
2. Writing Skill ............................................................
11
3. The Difficulties of Writing .......................................
13
4. Principles of Teaching Writing ...............................
16
5. Teaching Students How to Process Writing.............
17
a. Product Approach ..............................................
18
b. Process Approach ..............................................
19
6. The Roles of the Teacher in Writing Class .............
21
ix
CHAPTER III
CHAPTER IV
7. Assessing Writing ....................................................
22
B. Review of Paired Writing .............................................
24
1. Definition ................................................................
24
2. Paired Writing Procedures ......................................
25
3. Advantages of Paired Writing .................................
28
4. Disadvantages of Paired Writing .............................
30
C. Review of Guided Writing .............................................
30
1. Definition .................................................................
30
2. Guided Writing Procedures ......................................
31
3. Advantages of Guided Writing ................................
34
4. Disadvantages of Guided Writing ............................
35
D. Self-Efficacy .................................................................
36
1. Definition ................................................................
36
2. The source of Self-efficacy .....................................
37
3. The construct of Self-efficacy ..................................
38
E. Review of Relevant Studies ..........................................
41
F. Rationale .......................................................................
47
G. Hypothesis .....................................................................
51
RESEARCH METHODOLOGY
A. Setting of the Research .................................................
52
B. Research Method ..........................................................
52
C. The Subject of the Research .........................................
54
D. Techniques of Collecting the Data ...............................
56
E. Techniques of Analyzing Data .....................................
59
F. Statistical Hypotheses ....................................................
63
RESEARCH FINDINGS
A. Implementation of The Research..................................
65
1.
Initial Stage ............................................................
65
2.
Implementation Stage ............................................
66
B. Data Description ...........................................................
66
C. Data Analysis................................................................
75
x
CHAPTER V
D. Hypothesis Testing .......................................................
77
E. Discussion of the Result ...............................................
82
CONCLUSION,
IMPLICATION
AND
SUGGESTION
A. Conclusion ...................................................................
91
B. Implication and Suggestion ..........................................
92
BIBLIOGRAPHY ..........................................................................................
97
APPENDICES ................................................................................................
103
xi
LIST OF TABLES
Table 2.1 Scoring Profile of Writing .............................................................
23
Table 4.1 Topics for Teaching Writing ..........................................................
66
Table 4.2 Frequency distribution of A1..........................................................
68
Table 4.3 Frequency distribution of A2..........................................................
69
Table 4.4 Frequency distribution of B1 ..........................................................
70
Table 4.5 Frequency distribution of B2 ..........................................................
71
Table 4.6 Frequency distribution of A1B1......................................................
72
Table 4.7 Frequency distribution of A1B2......................................................
73
Table 4.8 Frequency distribution of A2B1......................................................
74
Table 4.9 Frequency distribution of A2B2......................................................
74
Table 4.10 The summary of Normality test .....................................................
76
Table 4.11 The summary of Homogeneity test ................................................
76
Table 4.12 The summary of ANOVA 2x2.......................................................
77
Table 4.13 The summary of the Mean Score ...................................................
77
Table 4.14 Summary of Tukey Test .................................................................
79
xii
LIST OF FIGURES
Figure 2.1
Procedures involved in producing a written text ........................
20
Figure 3.1
Simple Factorial Designs 2x2.....................................................
54
Figure 4.1
Histogram and polygon of data A1 .............................................
68
Figure 4.2
Histogram and polygon of data A2 .............................................
69
Figure 4.3
Histogram and polygon of data B1 .............................................
70
Figure 4.4
Histogram and polygon of data B2 .............................................
71
Figure 4.5
Histogram and polygon of data A1B1 .........................................
72
Figure 4.6
Histogram and polygon of data A1B2 .........................................
73
Figure 4.7
Histogram and polygon of data A2B1 .........................................
74
Figure 4.8
Histogram and polygon of data A2B2 .........................................
75
xiii
LIST OF APPENDICES
Appendix 1: Research Instrument
Appendix 1.1 Syllabus of Writing ................................................................
Appendix 1.2 Lesson plan for experimental class ........................................
Appendix 1.3 Lesson plan for control class ..................................................
103
105
155
Appendix 1.4
Appendix 1.5
Appendix 1.6
Appendix 1.7
Appendix 1.8
Appendix 1.9
Appendix 1.10
Appendix 1.11
Appendix 1.12
Blue print of Self-efficacy (Try out) ......................................
Self-efficacy questionnaire (Try out) .....................................
Blue print of Self-efficacy (After being try out) ....................
Self-efficacy questionnaire (After being try out) ...................
Readability of writing test ......................................................
The Result of Readability of Writing Test .............................
The Instrument of Writing test ...............................................
Scoring Rubric of Writing Test ..............................................
Editing checklist for Narrative and Recount text ...................
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Appendix 2: Result of Instrument Try Out
Appendix 2.1 Validity of Self-efficacy questionnaire ..................................
Appendix 2.2 Reliability of Self-efficacy questionnaire ..............................
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Appendix 3: The Result of Research
Appendix 3.1 The Score of Experiment Class ..............................................
Appendix 3.2 The Score of Control class .....................................................
Appendix 3.3 Descriptive Analysis ..............................................................
Appendix 3.4 Normality Test........................................................................
Appendix 3.5 Homogeneity Test ..................................................................
Appendix 3.6 ANOVA .................................................................................
Appendix 3.7 Tukey Test ..............................................................................
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Appendix 4: Students’ Worksheet
Appendix 4.1 Pair Editing Checklist.............................................................
Appendix 4.1 Students’ Worksheet of Experimental Class ..........................
Appendix 4.2 Students’ Worksheet of Control Class ...................................
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Appendix 5: The Letter of Permission
Appendix 5.1 The Letter of Permission .........................................................
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