THE EFFECTIVENESS OF POWER (Plan, Organize, Write, Edit and Revise) STRATEGY TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY (An Experimental Study at SMA Al-Abidin Bilingual Boarding School in Academic Year of 2016/2017).

THE EFFECTIVENESS OF POWER (Plan, Organize, Write, Edit and
Revise) STRATEGY TO TEACH WRITING VIEWED FROM STUDENTS’
CREATIVITY
(An Experimental Study at SMA Al-Abidin Bilingual Boarding School in
Academic Year of 2016/2017)

THESIS

By:
TIA NUR ISTIANAH
S891508046
Written as a Partial Fullfilment of the Requirements for Graduate Education
Degree of English Language Teaching

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

i

APPROVAL

THE EFFECTIVENESS OF POWER (Plan, Organize, Write, Edit, and
Revise) STRATEGY TO TEACH WRITING VIEWED FROM STUDENTS’
CREATIVITY
(An Experimental Study at SMA Al-Abidin Bilingual Boarding School in the
Academic Year of 2016/2017)

By:
TIA NUR ISTIANAH
NIM. S891508046

This thesis has been approved by the Consultants of Graduate School of English
Education Department, Teacher Training and Education Faculty, Sebelas Maret
University.
Surakarta, January 2017

Consultant I,

Consultant II,

Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1009

Dr. Suparno, M.Pd.
NIP. 195111271986011001

Approved by:
The Head of English Department of Graduate School
Teacher Training and Education Faculty
Sebelas Maret University

Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1009

ii

LEGITIMATION
The Effectiveness of POWER (Plan, Organize, Write, Edit, and Revise) Strategy
to Teach Writing Viewed from Students’ Creativity

(An Experimental Study at SMA Al-Abidin Bilingual Boarding School in the
Academic Year of 2016/2017)
by:
Tia Nur Istianah
S891508046
This Thesis has been approved by the Board of Thesis Examiners
of English Education Department of Graduate School
Teacher Training and Education Faculty of Sebelas Maret University Surakarta
In February 2017

Chairman

Secretary

Examiners

Board of Examiners

Signatures

Dr. Abdul Asib, M.Pd.
NIP. 19520307 198003 1005

(.....................................)

Dr. Sumardi, M.Hum.
NIP. 19740608 199903 1002

(.....................................)

1. Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1009

(.....................................)

2. Dr. Suparno, M.Pd.
NIP. 19511127 198601 1001

(.....................................)

Legalized by
The Dean of Teacher Training and
Education Faculty of Sebelas Maret
University,

The Head of English Department of
Graduate School of Teacher Training
and Education Faculty of Sebelas
Maret University,

Prof. Dr. Joko Nurkamto, M.Pd.
NIP. 19600727 198702 1001

Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1009

iii

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “The Effectiveness
of POWER (Plan. Organize, Write, Edit, and Revise) Strategy to Teach Writing
Viewed from Students’ Creativity (An Experimental Study at SMA Al-Abidin
Bilingual Boarding School in Academic Year of 2016/2017)”. It is not a product
of plagiarism or made by others. Anything related to other’s works is written in
quotation, the sources of which are listed on the list of references.
If then this pronouncement proves false, I am ready to accept any
academic punishment including the withdrawl or cancelation of my academic
degree.

Surakarta, January 2017

Tia Nur Istianah

iv

MOTTO

“Success comes after many failures happen since being patient will
end by an adorable and luxury victory”

Tia N.I

v

DEDICATION

This thesis is fully dedica ted to my beloved pa r ents (Ka msi a nd Er li
Ma wa r ty) who ha ve given me a lot of suppor t a nd love. I could exceed
this ha r dship beca use of you. Tha nks to my beloved br other , M. Alfa n

Asy’ari, for your care and als o suppor t. And a lso a ll my fr iends in
English Depa r tment a nd other fa culties.

vi

ABSTRACT
Tia Nur Istianah. S891508046. 2016. The Effectiveness of POWER (Plan,
Organize, Write, Edit, and Revise) Strategy to Teach Writing viewed from
Students’ Creativity (An Experimental Study at SMA Al-Abidin Bilingual
Boarding School in the Academic Year of 2016/2017) . A Thesis. First

Consultant: Dr. Ngadiso, M.Pd; Second Consultant: Dr. Suparno, M.Pd. English
Education Department, Graduate School, Sebelas Maret University.
The main objective of this research is to know whether: (1) POWER is
more effective than guided writing to teach writing to the tenth grade students of
SMA Al-Abidin Bilingual Boarding School; (2) the students having high
creativity have better writing skill than those having low creativity for the tenth
grade students of SMA Al-Abidin Bilingual Boarding School; and (3) there is an
interaction between teaching strategies used to teach writing and students’
creativity for the tenth grade students of SMA Al-Abidin Bilingual Boarding
School.
This experimental research was conducted at SMA Al-Abidin Bilingual
Boarding School in the Academic Year of 2016/2017. The sampling used in this
research was cluster random sampling. The sample of this research was 52
students including 26 students of experimental class and 26 students of control
class. Each class was divided into high and low levels of creativity. To collect the
data, there were two instruments used in this research namely writing test and
verbal creativity test. Writing test was used to find out students’ writing skill,
while verbal creativity was conducted to know students’ creativity levels. After
treatment was given to both classes in eight meetings, the researcher conducted

post test of writing test to get the data. The data were analyzed by using 2x2
Multifactor Analysis of Variance (ANOVA) and Tukey test.
Based on the summary of multifactor analysis of variance, it can be
concluded that: (1) POWER strategy is more effective than guided writing to
teach writing; (2) students having high creativity have better writing skill than
those having low creativity; and (3) there is an interaction between teaching
strategies and creativity to teach writing. It means that the use of POWER strategy
is effective to teach writing for the tenth grade students of SMA Al-Abidin
Bilingual Boarding School. Therefore, it is recommended for the English teacher
to apply POWER strategy in writing activity, to promote an effective teaching
writing skill. The students are suggested to apply POWER strategy in writing so
that they can achieve the most optimum writing skill. For other researchers who
intend to conduct similar research about the effectiveness of POWER strategy to
teach writing, the result of this research can be useful as an additional reference.
Keywords: POWER strategy, Guided Writing, writing skill, creativity

vii

ACKNOWLEDGEMENTS

First of all the researcher would like to say thanks to the Almighty Allah
SWT who has given us His mercy and blessing, and also His chance so that the
researcher can finish this thesis as a partial fulfillment for requirement of M.Pd
Degree at English Department, Graduate School, Sebelas Maret University . The
completion of this thesis is due to valuable support and help from some people as
mentioned below:
1. The Dean of Teacher Training and Education Faculty for his permission to
conduct this research.
2. The Head of English Department of Graduate Program for providing the
facilities to complete the thesis writing.
3. Dr. Ngadiso, M.Pd, the first consultant for his guidance, advice, and
patience during writing this thesis
4. Dr. Suparno, M.Pd, the second consultant for his guidance, advice, and
patience during writing this thesis
5. The Head of SMA Al-Abidin Bilingual Boarding School for his
permission to conduct the research in that school.
6. English teacher of SMA Al-Abidin Bilingual Boarding School, thanks a
lot for your cooperation and hospitality.
7. The tenth grade class of SMA Al-Abidin Bilingual Boarding School
especially Andalusia and Cordova students as the subjects of this research.

viii

8. The writer’s Family, all friends, and everyone who have given support and
help the researcher in accomplishing this thesis.
Hopefully, this thesis will give positive contribution to the educational
development and the readers.
Surakarta, January 2017

Tia Nur Istianah

ix

TABLE OF CONTENT
TITTLE .......................................................................................................... i
APPROVAL ................................................................................................... ii
LEGITIMATION .......................................................................................... iii
PRONOUNCEMENT ................................................................................... iv
MOTTO ......................................................................................................... v
DEDICATION ............................................................................................... vi
ABSTRACT ................................................................................................... vii
ACKNOWLEDGEMENT ............................................................................ viii
TABLE OF CONTENT ................................................................................ x
LIST OF TABLES ........................................................................................ xiii
LIST OF FIGURES ...................................................................................... xiv
LIST OF APPENDICES ............................................................................... xv

CHAPTER I: INTRODUCTION
A.
B.
C.
D.
E.
F.

Background of the Study....................................................
Problem Identification .......................................................
Limitation of the Problem .................................................
Problem Statements............................................................
Objectives of the Study ......................................................
Benefits .............................................................................

1
5
6
6
7
7

CHAPTER II: LITERATURE REVIEW
A. Theoretical Review ...........................................................
1. Writing ........................................................................
a. Definition of Writing .............................................
b. Micro and Macro Skills of Writing .......................
c. Indicator of Writing ...............................................
d. Teaching Writing ..................................................
e. Writing Assessment ..............................................
2. POWER .......................................................................
a. Definition of POWER ...........................................
b. Steps of POWER ...................................................
c. Advantages of POWER .........................................

x

9
9
9
10
12
15
16
21
21
23
27

d. Disadvantages of POWER ....................................
3. Guided Writing ............................................................
a. Definition of Guided Writing ................................
b. Steps of Guided Writing ........................................
c. Advantages of Guided Writing .............................
d. Disadvantages of Guided Writing .........................
4. Creativity .....................................................................
a. Definition of Creativity .........................................
b. Aspects of Creativity .............................................
c. The Importance of Creativity in Writing ..............
d. Process of Creativity .............................................
e. Measuring Creativity .............................................
B. Review of Related Studies ................................................
C. Rationale ...........................................................................
1. The Differences between POWER and Guided
Writing ........................................................................
2. The Differences between High and Low Creativity ...
3. Interaction between Teaching Strategies and
Creativity .....................................................................
D. Hypothesis .........................................................................

28
28
28
30
33
34
35
35
36
37
39
40
43
45
45
47
48
50

CHAPTER III: RESEARCH METHODOLOGY
A. Research Method ...............................................................
B. Time and Place of Study ....................................................
C. Subject of the Study ..........................................................
1. Population ...................................................................
2. Sample .........................................................................
3. Sampling .....................................................................
D. Data Collection and Research Instrument .........................
1. Writing Test ................................................................
2. Creativity Test .............................................................
E. Data Analysis ....................................................................
1. Pre-requisite Test ........................................................
2. Hypothesis Testing ......................................................
F. Statistical Hypothesis ........................................................

51
53
53
53
53
54
54
55
56
58
58
59
62

CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDING
A. Data Description ................................................................ 64
B. Pre-requisite Tests ............................................................. 75
1. Normality .................................................................... 75
xi

2. Homogeneity ...............................................................
C. Hypothesis Testing ............................................................
1. ANOVA ......................................................................
2. Tuckey Test .................................................................
D. Discussion of the Result of the Study ................................
1. The Differences between POWER and Guided
Writing ........................................................................
2. The Differences between Students Having High
Creativity and Students Having Low Creativity .........
3. Interaction between Teaching Strategy and
Students’ Creativity on Students’ Writing Skills .........

77
78
78
80
81
81
85
86

CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ........................................................................ 91
B. Implication ........................................................................ 92
C. Suggestion ......................................................................... 93
REFERENCES .............................................................................................. 95
APPENDICES ............................................................................................... 100

xii

LIST OF TABLE

Table 2.1. Construct of Writing Aspects .......................................................... 13
Table 2.2. The Scoring Rubric of Writing ...................................................... 19
Table 2.3. Construct of Creativity Aspects ..................................................... 37
Table 3.1. 2x2 Factorial Design ...................................................................... 52
Table 3.2. Schedule of the Research ............................................................... 53
Table 3.3. Questionnaire for Writing Test Instruction Readability ................ 56
Table 3.4. Questionnaire for Creativity Test Instruction ................................ 58
Table 4.1. The Frequency Distribution of Data A1 ......................................... 65
Table 4.2. The Frequency Distribution of Data A2 ......................................... 67
Table 4.3. The Frequency Distribution of Data B1 ......................................... 68
Table 4.4. The Frequency Distribution of Data B2 .......................................... 69
Table 4.5. The Frequency Distribution of Data A1B1 ..................................... 71
Table 4.6. The Frequency Distribution of Data A1B2 ..................................... 72
Table 4.7. The Frequency Distribution of Data A2B1 ..................................... 73
Table 4.8. The Frequency Distribution of Data A2B2 ..................................... 75
Table 4.9. Summary of Normality Test .......................................................... 76
Table 4.10. Table of Homogeneity Test .......................................................... 77
Table 4.11. The Mean Scores .......................................................................... 78
Table 4.12. Summary of a 2x2 Multifactor Analysis of Variance .................. 78
Table 4.13. The Summary of Tukey Test ....................................................... 80

xiii

LIST OF FIGURE

Figure 4.1. Histogram and Polygon of Data A1 .............................................. 66
Figure 4.2. Histogram and Polygon of Data A2 .............................................. 67
Figure 4.3. Histogram and Polygon of Data B1 ............................................... 68
Figure 4.4. Histogram and Polygon of Data B2 ............................................... 70
Figure 4.5. Histogram and Polygon of Data A1B1 .......................................... 71
Figure 4.6. Histogram and Polygon of Data A1B2 .......................................... 72
Figure 4.7. Histogram and Polygon of Data A2B1 .......................................... 74
Figure 4.8. Histogram and Polygon of Data A2B2 .......................................... 75

xiv

LIST OF APPENDICES

Appendix 1 Lesson Plan of Experimental Class ..............................................
Appendix 2 Lesson Plan of Control Class ......................................................
Appendix 3 Creativity Test .............................................................................
Appendix 3.1 Blueprint of Creativity Test ......................................................
Appendix 3.2 Instrument of Creativity Test ...................................................
Appendix 3.3 Scoring of Creativity Test ........................................................
Appendix 3.4 Questionnaire of Creativity Test Instruction ............................
Appendix 3.5 Readability Result of Creativity Test Instruction .....................
Appendix 4 Writing Test .................................................................................
Appendix 4.1 Blueprint of Writing Test .........................................................
Appendix 4.2 Instrument of Writing Test .......................................................
Appendix 4.3 Scoring of Writing Test ............................................................
Appendix 4.4 Questionnaire of Writing Test Insruction .................................
Appendix 4.5 Redability Result of Writing Test Instruction ..........................
Appendix 5 Creativity Scores .........................................................................
Appendix 5.1 Creativity Scores of Experimental Class ..................................
Appendix 5.2 Creativity Scores of Control Class ...........................................
Appendix 6 Writing Scores .............................................................................
Appendix 6.1 Writing Scores of Experimental Class .....................................
Appendix 6.2 Writing Scores of Control Class ...............................................
Appendix 7 Creativity and Writing Scores .....................................................
Appendix 7.1 Creativity and Writing Scores of Experimental Class ..............
Appendix 7.2 Creativity and Writing Scores of Control Class .......................
Appendix 8 Descriptive Statistics ...................................................................
Appendix 9 Homogeneity Test .......................................................................
Appendix 10 Normality Test ...........................................................................
Appendix 11 ANOVA 2x2 Multifactor Analysis of Variance ........................
Appendix 12 The Result of Tukey Test ..........................................................
Appendix 13 Table Critical Values for t Distribution .....................................
Appendix 14 Table of Chi Square (Homogeneity) .........................................
Appendix 15 Table Normal Distribution ........................................................
Appendix 16 Table of Critical Values for Liliefors (Normality) ....................
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 Pictures of Students Activity .....................................................
Appendix 21 Letter of Research Permission ...................................................

xv

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