AN INVESTIGATION OF WRITING STRATEGIES AMONG INDONESIAN EFL GRADUATE STUDENTS: A Case Study at English Department on the Graduate Program of Muhammadiyah University of Surakarta - UNS Institutional Repository

  i

  

INDONESIAN EFL GRADUATE STUDENTS:

A Case Study at English Department on the Graduate Program of

Muhammadiyah University of Surakarta

  

THESIS

  Submitted to Graduate Program of Sebelas Maret University as a Partial Fulfillment of the Requirements for Thesis Writing of English Education

  By: RANDY LISTIYANTO S891602021

  

GRADUATE PROGRAM OF ENGLISH EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2018 ii

iii

iv

  MOTTO: Nani mo dikinai tte itte nani mo shinakattara, motto nani mo dekinai.

  (If you don’t do something because you think you can’t do it, you’ll never be able to do anything in the future)

• Kira Yamato- Do not look backward for very long keep moving forward opening up new doors and doing new thing
• Walt Disney- Sukses tanpa usaha sama tidak mungkinnya seperti hidup tanpa dilahirkan
• Anonymous-

  v

  

DEDICATION

I dedicate this thesis to:

   My beloved father and mother for their greatest affection, guidance, help, support, and all the best things for me.

  Me myself.

   vi vii

  

ACKNOWLEDGMENT

  Praise be to Allah SWT, The Almighty, for His bless so that the writer is finally able to finish this thesis which is one of the requirements for achieving Graduate Degree in English Department, Teacher Training and Education Faculty, Sebelas Maret University.

  The writer realizes that he can never complete this thesis without the assistance of so many people. So, he would like to express his deep gratitude and respect to the following.

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

  2. The Head of English Education Department of Graduate Program of Sebelas Maret University for his support and approval to do the research for this thesis.

  3. Prof. Dr. Endang Fauziati, M.Hum., the first consultant, for her great guidance and advice from the beginning to the completion of this thesis.

  4. Dr. Slamet Supriyadi, M. Pd., the second consultant, for his great guidance, patience, and extra time to make this thesis better.

  5. Ketua Program Magister Pengkajian Bahasa for the permission given to conduct this research.

  6. My best friends (Bayu, Lukluk, and Nuril) for their great supports.

  7. The students who have participated in this research.

  8. All the writer’s friends whose names cannot be mentioned one by one for their help, support, care, and smile.

  The writer realizes that this thesis is still far from being perfect. He would be very pleased for all the suggestion, criticism, and comment for this thesis better. He hopes that this thesis would be useful for all people who read this thesis.

  

TABLE OF CONTENTS

  Page TITLE. .......................................................................................................... i i i APPROVAL ................................................................................................

  RATIFICATION SHEET .......................................................................... iii iii iii PRONOUNCEMENT .................................................................................

  iv iv iv MOTTOS ......................................................................................................

  v v v

DEDICATIONS ........................................................................................... vi vi

vi ACKNOWLEDGEMENTS ........................................................................

  vii vii vii TABLE OF CONTENTS ............................................................................ viii ix viii

  

LIST OF TABLE ........................................................................................ ix x

xii LIST OF FIGURE ...................................................................................... xiii x xii LIST OF APPENDIX ................................................................................. xiv xi xiii ABSTRACT ..................................................................................................

  xii xv xiv CHAPTER I: INTRODUCTION .........................................................

  1

  1 A. Background of the Study ...........................................

  1

  1 B.

  5 C.

  3 Problems Statement ....................................................

  5 D.

  4 Objective of the Study ................................................

  6 E.

  4 Limitation of the Study ...............................................

  6 CHAPTER II : REVIEW OF RELATED LITERATURE.................................

  5 Significance of the Study ...........................................

  5

  8 A. Definition of Writing ..................................................

  8 B. Writing Skill ...............................................................

  9 C.

  11 D.

  6 Definition of Learning Strategy ..................................

  13 E.

  6 Definition of Language Learning Strategy .................

  15 F.

  6 Definition of Writing Strategy ....................................

  16 G.

  6 Writing Strategy Taxonomy .......................................

  39 H.

  8 Factors Contributing to the Use of Writing Strategy ..

Previous Studies ........................................................

  41 viii

  30

  31

  ix CHAPTER III: RESEARCH METHODOLOGY.............................

  Discussion ..................................................................

  89 102 110 110 112 114 118 118 119 120

  60

  60

  60

  57

  54

  53

  51

  49

  47

  47

  3. Factor Contributing to the Use of Writing Strategies .............................................................

  2. The Differences of the Strategies Used by Good and Poor Writing Mastery Students ...........

  1. Types of Writing Strategy ...................................

  B.

  A.

  3. Factor Contributing to the Use of Writing Strategies .............................................................

  2. The Differences of the Strategies Used by Good and Poor Writing Mastery Students ...........

  1. Types of Writing Strategy ..................................

  CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............ A. Research Findings .......................................................

  Technique of Analyzing Data .....................................

  F.

  Trustworthiness...........................................................

  E.

  D.

  Source of Data ............................................................

  C.

  Research Design .........................................................

  B.

  Setting of the Research ..............................................

CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION ................................................................. A. Conclusions ............................................................... B. Implications ............................................................... C. Suggestions ................................................................ BIBLIOGRAPHY APPENDIX

Experts’ Model Reference Strategy Frequency ........................ 63 Table 4.3 : Outlining Strategy Frequency .................................................

  79 Table 4.16 : Revision (sentence structure) Strategy Frequency ....................

  96

  94 Table 4.27 : Dominant Writing Strategy Usage (Before Writing) ................

  91 Table 4.26 : Writing Strategy Usage Mean Score .........................................

  89 Table 4.25 : Writing Strategy Usage Mean Score .........................................

  88 Table 4.24 : Self-Rewarding Strategy Frequency .........................................

  87 Table 4.23 : Collation Strategy Frequency ....................................................

  85 Table 4.22 : Respiting Strategy Frequency ...................................................

  84 Table 4.21 : Instructions Matching Strategy Frequency ...............................

  83 Table 4.20 : Drafting Strategy Frequency .....................................................

  82 Table 4.19 : Revision (one by one) Strategy Frequency ...............................

  81 Table 4.18 : Revision (content) Strategy Frequency .....................................

  80 Table 4.17 : Revision (text structure) Strategy Frequency ...........................

  x

  

LIST OF TABLE

  77 Table 4.14 : Reading Aloud Strategy Frequency ..........................................

  76 Table 4.13 : Peer Cooperation Strategy Frequency .......................................

  74 Table 4.12 : Dictionary Strategy ...................................................................

  73 Table 4.11 : Synonym Strategy Frequency ..................................................

  72 Table 4.10 : Sentence Simplification Strategy Frequency ............................

  71 Table 4.9 : Positive Grammar and Vocabulary Strategy Frequency ...........

  69 Table 4.8 : Language Transfer Strategy Frequency ....................................

  68 Table 4.7 : Outline Revision Strategy Frequency .......................................

  67 Table 4.6 : Paragraph Verification Strategy Frequency ..............................

  66 Table 4.5 : Sentence Verification Strategy Frequency ................................

  64 Table 4.4 : Introduction First Strategy Frequency ......................................

  62 Table 4.2 :

  Table Page Table 4.1 : Time Planning Strategy Frequency ...........................................

  78 Table 4.15 : Revision (vocabulary) Strategy Frequency ...............................

  xi Table 4.28 : Dominant Writing Strategy Usage (During Writing)................

  98 Table 4.29 : Dominant Writing Strategies (After Writing) ........................... 101

Table 4.30 : Factors contributing to the use of writing strategies ................. 110

  

List of Figure

  Figure Page Figure 2.1 : Oxford Taxonomy .....................................................................

  30 Figure 2.2 : Petric and Czarl Taxonomy .......................................................

  39 Figure 3.1 : Illustration of Flow Model by Miles & Huberman ..................

  58 xii xiii

  List of Appendix 1.

  Questionnaire Instrument 1 4. Questionnaire Instrument 2 5. Interview Instrument 1 6. Interview Instrument 2 7. Questionnaire Results 1 8. Questionnaire Results 2 9. Interview Transcript 1 10.

  Interview Transcript 2 Randy Listiyanto. 2017. An Investigation of Writing Strategies among Indonesian

  

EFL Graduate Students: A Case Study at English Department on the Graduate

Program of Muhammadiyah University of Surakarta. Consultant: Prof. Dr.

  Endang Fauziati, M.Hum. Co-Consultant: Dr. Slamet Supriyadi, M.Pd. Thesis. Surakarta: English Education Magister Department, Sebelas Maret University of Surakarta.

  

ABSTRACT

  This research aims to (1) Investigate the types of writing strategy employed by the subjects; (2) Find out the differences between the writing strategies used by students with good and poor writing mastery; and (3) Reveal the factors contributing to the use of writing strategy.

  This research was conducted in Muhammadiyah University of Surakarta especially in the English Department of Graduate Program. The subjects of this research are six students who enroll in the English Department of Graduate Program of Muhammadiyah University of Surakarta. The students were categorized into those (three students) with good writing mastery and those (three students) with poor writing mastery by having a writing test. The instruments used for this research were writing test, writing scoring rubric, questionnaire, and interview. Afterwards, the data was analyzed by using flow model by Miles and Huberman (1994).

  Based on the result of analysis, there are some arising research findings that can be sketched: (1) All types of writing strategies were employed by the subjects; (2) Students with good writing mastery employed writing strategies more frequently than those with poor writing mastery; and (3) Factors contributing to the use of writing strategy were identified to be students’ belief, students’ awareness, students’ language proficiency, writing time, writing type, and writing activity environment.

  It can be concluded that employing writing strategies in a high frequency by considering students’ belief, awareness, language proficiency, writing time, writing type, and writing activity environment is strongly essentials as it will help them to achieve a good writing outcome. Therefore it is recommended that: (1) Lecturers need to know their students writing strategy so they can manage their classroom activity in such a way to make it more effective; and (2) Future researchers can use other potential variables besides students writing mastery to conduct a research in this field.

  Keywords: Writing, Writing Strategy, Writing Mastery.

  xiv