the effectiveness of paired writing method …eprints.uns.ac.id/18922/1/cover.pdf · effective than...

i

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

ii

APPROVAL





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 Dr. Abdul Asib, M.Pd

NIP. 19621231 1988 03 1 009 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

iii

LEGITIMATION FROM THE BOARD OF EXAMINERS





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

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

iv

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


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

v

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 self-

efficacy 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

vi

MOTTO

"The best people are those that bring most benefit to others”

(HR. Thabrani and Daruquthni)

vii

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

viii

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

ix

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 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

CHAPTER II 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

x

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

CHAPTER III 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

CHAPTER IV RESEARCH FINDINGS

A. Implementation of The Research.................................. 65

1. Initial Stage ............................................................ 65

2. Implementation Stage ............................................ 66

B. Data Description ........................................................... 66

C. Data Analysis................................................................ 75

xi

D. Hypothesis Testing ....................................................... 77

E. Discussion of the Result ............................................... 82

CHAPTER V CONCLUSION, IMPLICATION AND

SUGGESTION

A. Conclusion ................................................................... 91

B. Implication and Suggestion .......................................... 92

BIBLIOGRAPHY .......................................................................................... 97

APPENDICES ................................................................................................ 103

xii

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 4.10 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

xiii

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




xiv

LIST OF APPENDICES

Appendix 1: Research Instrument

Appendix 1.1 Syllabus of Writing ................................................................ 103

Appendix 1.2 Lesson plan for experimental class ........................................ 105

Appendix 1.3 Lesson plan for control class .................................................. 155

Appendix 1.4 Blue print of Self-efficacy (Try out) ...................................... 210

Appendix 1.5 Self-efficacy questionnaire (Try out) ..................................... 211

Appendix 1.6 Blue print of Self-efficacy (After being try out) .................... 214

Appendix 1.7 Self-efficacy questionnaire (After being try out) ................... 215

Appendix 1.8 Readability of writing test ...................................................... 218

Appendix 1.9 The Result of Readability of Writing Test ............................. 219

Appendix 1.10 The Instrument of Writing test ............................................... 221

Appendix 1.11 Scoring Rubric of Writing Test .............................................. 222

Appendix 1.12 Editing checklist for Narrative and Recount text ................... 224

Appendix 2: Result of Instrument Try Out

Appendix 2.1 Validity of Self-efficacy questionnaire .................................. 226

Appendix 2.2 Reliability of Self-efficacy questionnaire .............................. 239

Appendix 3: The Result of Research

Appendix 3.1 The Score of Experiment Class .............................................. 249

Appendix 3.2 The Score of Control class ..................................................... 250

Appendix 3.3 Descriptive Analysis .............................................................. 251

Appendix 3.4 Normality Test........................................................................ 259

Appendix 3.5 Homogeneity Test .................................................................. 268

Appendix 3.6 ANOVA ................................................................................. 269

Appendix 3.7 Tukey Test .............................................................................. 270

Appendix 4: Students’ Worksheet

Appendix 4.1 Pair Editing Checklist............................................................. 271

Appendix 4.1 Students’ Worksheet of Experimental Class .......................... 273

Appendix 4.2 Students’ Worksheet of Control Class ................................... 276

Appendix 5: The Letter of Permission

Appendix 5.1 The Letter of Permission ......................................................... 280

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