Pick, List, Evaluate, Activate, Supply, End (PLEASE) Strategy: Teaching Writing Viewed from Students’ Self-Esteem (An Experimental Research at the Tenth Grade of SMAN 1 Tangen in the Academic Year of 2016/2017).

PICK, LIST, EVALUATE, ACTIVATE, SUPPLY, END
(PLEASE) STRATEGY: TEACHING WRITING VIEWED
FROM STUDENTS’ SELF-ESTEEM
(An Experimental Research at the Tenth Grade of SMAN 1 Tangen in the
Academic Year of 2016/2017)

A THESIS
Written as a Partial Fulfillment of the Requirements for Graduate Education
Degree of English Language Teaching

By:
ARIEF EKO PRIYO ATMOJO
S891508004

ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2016

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ABSTRACT
Arief Eko Priyo Atmojo. S891508004. 2016. Pick, List, Evaluate, Activate, Supply, End
(PLEASE) Strategy: Teaching Writing Viewed from Students’ Self-Esteem (An
Experimental Research at the Tenth Grade of SMAN 1 Tangen in the Academic Year of
2016/2017). A Thesis. First Consultant: Dr. Sumardi, M.Hum.; Second Consultant: Dr.

Sujoko, M.A. English Education Department, Graduate Program, Sebelas Maret
University.
This research is aimed to reveal whether: (1) PLEASE strategy is more effective
than RAFT strategy to teach writing; (2) Students having high self-esteem have better
writing skill than those having low self-esteem; and (3) There is an interaction between the
teaching strategies and the students’ self-esteem in teaching writing.
This experimental research was conducted at the tenth grade of SMAN 1 Tangen
in the academic year of 2016/2017. The researcher employed two classes from the tenth
grade natural sciences students of SMAN 1 Tangen in the academic year of 2016/2017 as

the sample. One class, experimental class, was taught by using PLEASE strategy. Another
class, control class, was taught by using RAFT strategy. The sample was taken by using
cluster random sampling. Each class was divided into two groups of which each consisted
of students having high self-esteem and those having low self-esteem. To collect the data,
two instruments were employed. Those were writing test to find out the scores of students’
writing skill and self-esteem questionnaire to find out the scores of students’ self-esteem.
The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2 x 2
and Tukey test. Before conducting the ANOVA test, pre-requisite test such as normality
and homogeneity test were done.
The findings of this research can be stated as follows: (1) PLEASE strategy is
more effective than RAFT strategy to teach writing; (2) Students having high self-esteem
have better writing skill than those having low self-esteem; and (3) There is an interaction
between teaching strategies and students’ self-esteem to teach writing.
Based on the findings of this research, it implies that PLEASE strategy is an
effective strategy in teaching writing to the tenth grade students of SMAN 1 Tangen.
Further researches are encouraged to optimize the use of PLEASE strategy by combining it
with interesting teaching media. The use of other attributive variables are also encouraged.
Keywords: factorial design, PLEASE strategy, RAFT strategy, students’ self-esteem,
writing skill.

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MOTTO

So verily, with every hardship, there is relief.
Verily, with every hardship, there is relief.
(The Holy Quran (94): 5-6)

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DEDICATION

I dedicate this thesis to:
My parents
My parents in law
My lovely wife
My brother and sister in law
My big family

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ACKNOWLEDGEMENTS

In the name of Allah, The Most Gracious and The Most Merciful.
The researcher would like to acknowledge his countless gratitude to Allah, for all
His blessings. In addition, there are many people who have generously contributed to the
writing of this thesis. Therefore, he would like to express his deep gratitude to the
following people:
1.

The Dean of Teacher Training and Education Faculty of Sebelas Maret University for
the permission to write this thesis.

2.

The Head of English Education Department of Graduate Program for providing the
facilities to complete the writing of this thesis.

3.

Dr. Sumardi, M.Hum., the first consultant, for his guidance, advice, and patience
during the writing process of this thesis.

4.

Dr. Sujoko, M.A., the second consultant for his guidance, advice, and patience during
the writing process of this thesis.

5.

The Principal of SMAN 1 Tangen, Drs. Wasiyo, M.Pd., for his permission to conduct
the research.

6.

The English teachers of SMAN 1 Tangen, especially Nanik Susilowati, S.Pd., for their
help, guidance, and cooperation during the research.

7.

The tenth grade students of SMAN 1 Tangen in the academic year of 2016/2017 for
their cooperation during the research.

8.

The researcher’s family, for their support during the writing process of this thesis.

9.

All friends and everyone who have helped the researcher in accomplishing this thesis.
Finally, the researcher realizes that this thesis is still far from being perfect.

Therefore, constructive suggestions are needed for the progress of future researches. The
researcher hopes that this thesis would provide a positive contribution to the field of
English language teaching.

Surakarta, December 2016

Arief Eko Priyo Atmojo

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TABLE OF CONTENTS

TITLE .............................................................................................................
APPROVAL ...................................................................................................
LEGITIMATION ...........................................................................................
PRONOUNCEMENT ...................................................................................
ABSTRACT ...................................................................................................
MOTTO ..........................................................................................................
DEDICATION ……………………………………………………………….
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENTS ...............................................................................
LIST OF TABLES ..........................................................................................
LIST OF FIGURES ........................................................................................
LIST OF APPENDICES ................................................................................

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CHAPTER I INTRODUCTION
A. Background of the Study ………………… ....................
B. Identification of the Problem …………………………..
C. Limitation of the Problem ……………………………....
D. Formulation of the Problem ……………………………
E. Objective of the Study ………………………………….
F. Significance of the Study ……………………………….

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CHAPTER II

LITERATURE REVIEW
A. Writing
1. Definition of Writing .......................................... .......
2. Micro and Macro Skills of Writing……………….. ..
3. Aspects of Writing ……………………………………
B. PLEASE Strategy
1. Definition of PLEASE Strategy …………………….
2. Steps of PLEASE Strategy ........................................
3. The Advantages of PLEASE Strategy…. ...................
4. The Disadvantages of PLEASE Strategy…………...
C. RAFT Strategy
1. Definition of RAFT Strategy .....................................

2. Steps of RAFT Strategy .............................................
3. The Advantages of RAFT Strategy ............................
4. The Disadvantages of RAFT Strategy ........................
D. Self-Esteem
1. Definition of Self-Esteem …………………… ..........
2. Aspects of Self-Esteem ………………………… ......
3. Characteristics of Students with High and Low SelfEsteem……………….................................................
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E. Review of Related Research……………………………
F. Rationale……………………………………………… ..
1. The Differences between PLEASE Strategy and
RAFT Strategy ...........................................................
2. The Differences between Students Having High
Self-Esteem and Students Having Low Self-Esteem..
3. Interaction between Teaching Strategies and Students’
Self-Esteem .................................................................
G. Hypothesis………………………………………………

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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research ………………………..
1. Place of the Research ………………………………..
2. Time of the Research ………………………………..
B. Research Method ……………………………………….
C. Population, Sample, and Sampling……………………..
1. Population ……………………………………………
2. Sample ……………………………………………….
3. Sampling ……………………………………………..
D. Variables of Research……………………………………
E. Technique of Collecting Data…………………………...
F. Technique of Analysis Data……………………………..
G. Statistical Hypothesis……………………………………

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Description ………………………………………...
B. Inferential Statistics …………………………………......
1. Normality …………………………………………….
2. Homogeneity …………………………………………
3. ANOVA Test (Multifactor Analysis of Variance) …...
4. Tukey Test ……………………………………………
C. Discussion of the Research Finding ……………………..
1. The Difference between PLEASE Strategy and
RAFT Strategy ………………………….................….
2. The Differences between Students Having High
Self-Esteem and Students Having Low Self-Esteem …
3. Interaction between Teaching Strategies and Students’
Self-Esteem ……………………………………………
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ………………………………………………
B. Implication ………………………………………………
C. Suggestion ……………………………………………….
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BIBLIOGRAPHY ...........................................................................................
APPENDICES ................................................................................................

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LIST OF TABLES
Table 2.1
Table 2.2
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
Table 3.7
Table 3.8
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Table 4.11
Table 4.12
Table 4.13

Scoring Rubric for Writing Test....................................................
Top 15 Characteristics of High and Low Self-Esteem Students ...
Schedule of the Research ..............................................................
The Table of Factorial Design ......................................................
The Research Design of ANOVA .................................................
Readability of the Writing Test Instruction...................................
Scoring Rubric for Writing Test....................................................
Blueprint of Self-Esteem Questionnaire .......................................
Scoring for Self-Esteem Questionnaire……………………... ......
Factorial Design 2X2 ………………………………………… ...
Frequency Distribution of A1 ........................................................
Frequency Distribution of A2 ........................................................
Frequency Distribution of B1 ........................................................
Frequency Distribution of B2 ........................................................
Frequency Distribution of A1B1 ....................................................
Frequency Distribution of A1B2 ....................................................
Frequency Distribution of A2B1 ....................................................
Frequency Distribution of A2B2 ....................................................
Summary of Normality Test ..........................................................
Summary of Homogeneity Test ....................................................
Summary of ANOVA 2x2.............................................................
The Result of Mean Scores…………………………………... ....
Summary of Tukey Test ................................................................

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LIST OF FIGURES
Figure 4.1 Polygon and Histogram of Data A1 .....................................................
Figure 4.2 Polygon and Histogram of Data A2 .....................................................
Figure 4.3 Polygon and Histogram of Data B1 .....................................................
Figure 4.4 Polygon and Histogram of Data B2 .....................................................
Figure 4.5 Polygon and Histogram of Data A1B1 .................................................
Figure 4.6 Histogram and Polygon of Data A1B2 .................................................
Figure 4.7 Histogram and Polygon of Data A2B1 .................................................
Figure 4.8 Histogram and Polygon of Data A2B2 .................................................

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LIST OF APPENDICES
Appendix 1 Lesson Plan of Experimental Class .............................................
Appendix 2 Lesson Plan of Control Class .......................................................
Appendix 3 Instrument of Self-Esteem ............................................................
Appendix 3.1 Blueprint of Self-Esteem ...........................................................
Appendix 3.2 Validity and Reliability of Self-Esteem Questionnaire .............
Appendix 3.3 Instrument of Self-Esteem Questionnaire .................................
Appendix 4 Instrument of Writing Test ...........................................................
Appendix 4.1 Blueprint of Writing Test ..........................................................
Appendix 4.2 Instrument of Writing Test ........................................................
Appendix 4.3 Scoring Rubrics of Writing Test ...............................................
Appendix 4.4 Readability of Writing Test .......................................................
Appendix 5 Result of Readability of Writing Instrument ................................
Appendix 6 Students’ Self-Esteem Scores .......................................................
Appendix 6.1 Students’ Self-Esteem Score of Experimental Class .................
Appendix 6.2 Students’ Self-Esteem Score of Control Class ..........................
Appendix 7 Writing Scores ..............................................................................
Appendix 7.1 Students’ Writing Scores Experimental (A1) ...........................
Appendix 7.2 Students’ Writing Scores Control (A2) .....................................
Appendix 8 Students’ Self-Esteem and Writing Scores ..................................
Appendix 8.1 Students’ Self-Esteem and Writing Scores of Exp Class ..........
Appendix 8.2 Students’ Self-Esteem and Writing Scores of Cont Class .........
Appendix 9 Descriptive Statistics ....................................................................
Appendix 10 Normality Test ..........................................................................
Appendix 11 Homogeneity Test ......................................................................
Appendix 12 ANOVA ....................................................................................
Appendix 12.1 2x2 ANOVA Multifactor Analysis of Variance......................
Appendix 12.2 The Computation of 2x2 ANOVA Multifactor Analysis .......
Appendix 13 Tukey Test ..................................................................................
Appendix 14 Table of the Standard Normal Distribution ................................
Appendix 15 Table of Critical Values for the Liliefors (Normality Test) .......
Appendix 16 Table of the Chi Square Distribution (Homogeneity) ................
Appendix 17 Table of Critical Values for F Distribution ................................
Appendix 18 Table of Critical Values for Tukey Test ...................................
Appendix 19 Example of Students’ Writing ....................................................
Appendix 20 Example of Students’ Self-Esteem Questionnaire .....................
Appendix 21 Decree of Thesis Writing ...........................................................
Appendix 22 Letter of Research Permission ....................................................
Appendix 23 Letter of Having Conducted the Research .................................

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