THE EFFECT OF TEACHING STRATEGIES AND SELF-EFFICACY ON THE STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.
ABSTRACT
Riza Maharani. 809125017. The Effect of Teaching Strategies and Self-Efficacy on The
Students’Achievement in Writing Narrative Text. A Thesis. English Applied Linguistic
Study Program. State University of Medan.2014
The objectives of this study are to examine whether: (1) the students’ achievement in writing narrative text
taught by using PLEASE strategy is higher than that of taught by using Pentad strategy, (2) the students’
achievement in writing narrative with high self-efficacy is significantly higher than that of with low selfefficacy. (3) there is an interaction between teaching strategies nd self-efficacy to the students’ achievement in
writing narrative text. This study is conducted by using experimental research with factorial design 2x2. The
population of the study is all students of grade VIII 0f 2013/2014 of SMP Swasta Namira Medan.There are
three paralel classes and two classes are chosen as the sample by applying cluster random sampling technique.
Each class consists of 35 students. The instrument used for the data collection are questionaire and writing test.
The data are analyzed by using two-way ANOVA. The research finding shows that (1) PLEASE and Pentad
Strategy significantly affect students’ achievement in writing narrative text (Sig=0.03975.11), (2) the students’ achievement in writing narrative text with high selfefficacy is significantly higher than that of with low self-efficacy ( Sig= 0.00 < 0.05). Students’ achievement in
writing narrative text taught with high self-efficacy is significantly higher than that of with low self-efficacy
(79.16>72.03). (3) ) there is an interaction between teaching strategies and self-efficacy to the students’
achievement in writing narrative text (Sig=0.04
Riza Maharani. 809125017. The Effect of Teaching Strategies and Self-Efficacy on The
Students’Achievement in Writing Narrative Text. A Thesis. English Applied Linguistic
Study Program. State University of Medan.2014
The objectives of this study are to examine whether: (1) the students’ achievement in writing narrative text
taught by using PLEASE strategy is higher than that of taught by using Pentad strategy, (2) the students’
achievement in writing narrative with high self-efficacy is significantly higher than that of with low selfefficacy. (3) there is an interaction between teaching strategies nd self-efficacy to the students’ achievement in
writing narrative text. This study is conducted by using experimental research with factorial design 2x2. The
population of the study is all students of grade VIII 0f 2013/2014 of SMP Swasta Namira Medan.There are
three paralel classes and two classes are chosen as the sample by applying cluster random sampling technique.
Each class consists of 35 students. The instrument used for the data collection are questionaire and writing test.
The data are analyzed by using two-way ANOVA. The research finding shows that (1) PLEASE and Pentad
Strategy significantly affect students’ achievement in writing narrative text (Sig=0.03975.11), (2) the students’ achievement in writing narrative text with high selfefficacy is significantly higher than that of with low self-efficacy ( Sig= 0.00 < 0.05). Students’ achievement in
writing narrative text taught with high self-efficacy is significantly higher than that of with low self-efficacy
(79.16>72.03). (3) ) there is an interaction between teaching strategies and self-efficacy to the students’
achievement in writing narrative text (Sig=0.04