THE EFFECTIVENESS OF PROCESS-GENRE APPROACH
IN TEACHING WRITING VIEWED FROM STUDEN
TS’
SELF-ESTEEM
An Experimental Research on the GradeEleven Students of SMA Regina Pacis Surakarta in theAcademic Year of 2013/2014
A THESIS
Presented as a Partial Fulfilment of Requirement for the Graduate Degree in English Education
By:
MARIA MONIKA WAHYU UTAMI S891208024
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
ii
APPROVAL
THE EFFECTIVENESS OF PROCESS-GENRE APPROACH
IN TEACHING WRITING VIEWED FROM STUDENTS’
SELF ESTEEM
(An Experimental Research on the Grade Eleven Students of SMA Regina Pacis Surakarta in the Academic Year of 2013/2014)
Written by:
Maria Monika WahyuUtami NIM S891208024
This thesis is approved by the Consultants of Graduate School of English Education of Teacher Training and Education Faculty of Sebelas Maret UniversitySurakarta on11thDecember 2014
First Consultant Second Consultant
Dr. Ngadiso, M.Pd Dra. DewiRochsantiningsih, M.Ed., Ph.D NIP 196212311988031009 NIP 196009181987022001
Approved by
The Head of English Education Department Graduate School of Sebelas Maret University Surakarta
LEGITIMATION FROM THE BOARD OF EXAMINERS
THE EFFECTIVENESS OF PROCESS-GENRE APPROACH
IN TEACHING WRITING VIEWED FROM STUDENTS’
SELF-ESTEEM
(An Experimental Research on the Grade Eleven Students of SMA Regina Pacis Surakarta in the Academic Year of 2013/2014)
By:
Maria Monika WahyuUtami NIM S891208024
This thesis was examined by the board of thesis examiners of English Education Department, Graduate School, Teacher Training and EducationFaculty, Sebelas
Maret University Surakarta on Thursday, 8th January 2015
Board of Examiners Signatures
Chairperson : Dr. Abdul Asib, M.Pd. NIP 195203071980031005
Secretary : Dr. Sumardi, M.Hum. NIP 197406081999031002
Examiner 1 : Dr. Ngadiso, M.Pd. NIP 196212311988031009
Examiner 2 :Dra. DewiRochsantiningsih, M.Ed., Ph.D NIP 196009181987022001
The Dean of The Head of
Teacher Training and Education Faculty English Education Department Sebelas Maret University
iv
PRONUNCEMENT
This is to certify that I myself write this thesis entitled ”The Effectiveness
of Process-Genre Approach in Teaching Writing Viewed from Students’ Self-
Esteem (An Experimental Research on the Grade Eleven Students of SMA Regina
Pacis Surakarta in the Academic Year of 2013/2014). It is not plagiarism or made
by others. Anything related to others’ works is written in quotation, the sources of
which are listed in the references.
If then this pronuncement proves incorrect, I am ready to accept any
academic punishment including the withdrawal or cancelation of my academic
degree.
Surakarta, 8th January 2015
Writer
Maria Monika Wahyu Utami
ABSTRACT
Maria Monika WahyuUtami. S891208024. 2014. The Effectiveness of Process-
Genre Approach in Teaching Writing Viewed from Students’ Self-Esteem.
Thesis. Consultant 1: Dr. Ngadiso, M.Pd, consultant 2: Dra.
DewiRochsantiningsih, M.Ed., Ph.D. English Education Department ofGraduate School of SebelasMaret University.
This research was conducted to reveal whether: (1) Process-Genre Approach is more effective than Product Approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; and (3) there is an interaction between teaching approaches and
the students’ level of self-esteem in teaching writing.
This research was conducted at SMA Regina Pacis Surakarta in the writing test. Before the instruments were used, they were tried out in another class in order to find out the validity and reliability of the questionnaire and the readability of writing test. The result of writing test was then analyzed by using descriptive statistics and inferential statistics (ANOVA and Tukey Test) in order to test the research hypothesis.
Considering the result of inferential statistics, the research revealed that: (1) process-genre approach is more effective than product approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; (3) and there is an interaction between teaching approaches and the students’ level of self-esteem in teaching writing.
As the conclusion, Process-Genre Approach is an effective approach to teach writing for grade eleven students of SMA Regina Pacis Surakarta in the academic year of 2013/2014. Affective factors such as self-esteem may also influence language learning. This affective factor is further closely related to teaching approach because self-esteem affects the students’ belief in their ability to undergo every stage of writing process. Therefore, it is recommended for English teachers to apply certain suitable teaching approach like Process-Genre Approach when teaching writing. This approach can help their students develop their writing skill and raise their self-esteem, which then influences the success of their study.
vi
ABSTRAK
Maria Monika Wahyu Utami. S891208024. 2014. Keefektifan Process-Genre
Approach dalam Pengajaran Menulis Ditinjau dari Self-Esteem Siswa. Tesis.
Pembimbing 1: Dr. Ngadiso, M.Pd, Pembimbing 2: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Program Studi Pendidikan Bahasa Inggris Program Pasca Sarjana Universitas Sebelas Maret.
Penelitian ini dilaksanakan untuk mengetahui bilamana: (1) Process-Genre Approach lebih efektif dibandingkan Product Approach dalam pengajaran menulis; (2) siswa yang memiliki self-esteem yang tinggi memiliki ketrampilan menulis yang lebih baik daripada siswa yang memiliki self-esteem yang rendah; (3) dan ada interaksi antara pendekatan pengajaran dengan tingkat self-esteem yang dimiliki siswadalam pengajaran menulis.
Penelitian ini dilaksanakan di SMA Regina Pacis Surakarta pada tahun pelajaran 2013/2014. Penelitian ini merupakan penelitian quasi experimental. Populasinya adalah siswa kelas sebelas. Sampel diambil dengan menggunakan cluster random sampling dan melibatkan dua kelas dengan total siswa 76 siswa. Sampel terdiri dari 38 siswa sebagai kelas eksperimental dan 38 siswa sebagai kelas control. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioner tentang self-esteem dan tes menulis. Sebelum digunakan, instrumen ini diujicobakan di kelas lain untuk mengetahui validitas dan reliabilitas kuesioner dan readabilitas tes menulis. Skor siswa dalam tes menulis kemudian dianalisis dengan statistika deskriptif dan statistika inferensial (ANOVA danTukey Test) untuk menguji hipotesis.
Berdasarkan hasil statistika inferensial, penelitian ini mengungkapkan bahwa: (1) Pendekatan Process-Genre lebih efektif dibandingkan Product Approach dalam pengajaran menulis; (2) siswa yang memiliki self-esteem yang tinggi memiliki ketrampilan menulis yang lebih baik dibandingkan dengan siswa yang memiliki self-esteem yang rendah; dan (3) ada interaks iantara pendekatan pengajaran dan tingkat self-esteem siswa dalam pengajaran menulis.
Sebagai kesimpulan, Process-Genre Approach adalah pendekatan yang efektif dalam pengajaran menulis bagi siswa kelas XI di SMA Regina Pacis Surakarta pada tahun pelajaran 2013/2014. Faktor afektif atau psikologis seperti self-esteem juga mempengaruhi siswa dalam belajar bahasa.Faktor ini berkaitan pula dengan pendekatan pengajaran karena self-esteem mempengaruhi keyakinan siswa akan kemampuan mereka untuk melalui setiap proses menulis. Oleh karena itu, guru-guru bahasa Inggris disarankan untuk menggunakan pendekatan pengajaran yang sesuai dan salah satunya adalah Process-Genre Approach dalam pengajaran menulis. Pendekatan ini dapat membantu siswa mengembangkan ketrampilan menulis dan meningkatkan self-esteem yang nantinya mempengaruhi keberhasilan mereka dalam proses belajar.
MOTTO
I know when we eat and drink and find happiness in all our achievements,
this is from God
viii viii
DEDICATION
This thesis is dedicated to:
My supportive husband, Paulus Tundjung Prakosa, and lovely daughter, Lidwina
Janis Maheswari for loving me unconditionally.
My beloved late parents, Martinus Karyono and Caecilia Ristiyani, for being
ACKNOWLEDGEMENT
Glory is for the Heavenly Father who has poured His grace and mercy
abundantly on the writer so that she is able to complete this thesis. The writer
would also like to express her deepest gratitude to:
1. The Dean of Teacher Training and Education Faculty of SebelasMaret
University, Prof. Dr. M. Furqon Hidayatullah, M.Pd for his permission to
write this thesis.
2. The Director of Graduate School of SebelasMaret University, Prof. Dr. Ir.
Ahmad Yunus, MS. for his permission to write and complete this thesis.
3. The Head of English Education Department of Graduate School, Dr. Abdul
Asib, M.Pd for his encouragement to write this thesis.
4. The first consultant of this thesis, Dr. Ngadiso, M.Pd, and the second
consultant, Dra.DewiRochsantiningsih, M.Ed., Ph.D, for being conscientious
and patient during the writing process of this thesis.
5. All lecturers of Graduate School of English Education of SebelasMaret
University for their willingness and passion in sharing their valuable
knowledge and experiences.
6. The previous principal of SMA Regina Pacis Surakarta, Sr. Moekti K.
Gondokusumo, OSU, M.Ed, who has given the writer opportunity to pursue
the graduate degree and the present principal, Dra. Sr. FerdinandaNgao, OSU
for her continuous support and encouragement.
7. All the teachers of SMA Regina Pacis Surakarta who are always willing to
help and support the writer in thin and thick times.
8. All of the grade eleven students who were involved in this research.
The writer does hope that this research can benefit and inspire the others
who are interested in language teaching to always love teaching and be innovative
in teaching English.
A. Implementation of the Research.. ... 75
B. Description of the Data.. ... 77
C. Prerequisite Tests ... 85
1. Normality Test ... 86
2. Homogeneity Test ... 86
D. Hypothesis Test... 87
E. Discussion of the Research Finding... 91
CONCLUSION, IMPLICATION, AND SUGGESTION .... 106
A. Conclusion.. ... 106
B. Implication and Suggestion... 107
4. Self-Esteem and Students’ Behaviour in School .. .... 45
E. Review of Related Studies ... 47
F. Rationale ……… ... 52
G. Hypotheses……… ... 58
CHAPTER III RESEARCH METHODOLOGY... 59
A. Context of the Research.. ... 59
1. Place of the Research ... 59
2. Time of the Research.. ... 59
B. Method and Design of the Research ... 60
C. Population, Sample, and Sampling ... 62
D. Technique of Collecting the Data ... 64
E. Technique of Analyzing the Data ... 68
F. Statistical Hypotheses ... 73
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 75
CHAPTER V REFERENCES... ...112
xii
LIST OF TABLES
Table 2.1 Characteristics of High and Low Self-Esteem ... 43
Table 2.2 Teaching Writing Using Process-Genre Approach and Product Approach ... 54
Table 3.1 Time Schedule of the Research ... 59
Table 3.2 2 x 2 Factorial Design ... 61
Table 3.3 Likert Scale ... 65
Table 3.4 Score of Self-Esteem Questionnaire ... 63
Table 3.5 Scoring Rubric for Writing Test ... 67
Table 3.6 Multifactor Analysis of Variance ANOVA ... 72
Table 4.1 Summary of the Implementation of the Research ... 75
Table 4.2 Frequency Distribution of Data A1 ... 78
Table 4.3 Frequency Distribution of Data A2 ... 79
Table 4.4 Frequency Distribution of Data B1... 80
Table 4.5 Frequency Distribution of Data B2... 81
Table 4.6 Frequency Distribution of Data A1B1 ... 82
Table 4.7 Frequency Distribution of Data A2B1 ... 83
Table 4.8 Frequency Distribution of Data A1B2 ... 84
Table 4.9 Frequency Distribution of Data A2B2 ... 85
Table 4.10 Normality Test ... 86
Table 4.11 Homogeneity Test ... 87
Table 4.12 2x2 Multifactor Analysis of Variance ... 87
Table 4.13 Mean Scores ... 88
LIST OF FIGURES
Figure 2.1 Process-Genre Model of Teaching Writing ... 25
Figure 4.1 Histogram and Polygon of Data A1 ... 78
Figure 4.2 Histogram and Polygon of Data A2... 79
Figure 4.3 Histogram and Polygon of Data B1 ... 80
Figure 4.4 Histogram and Polygon of Data B2 ... 81
Figure 4.5 Histogram and Polygon of Data A1B1... 82
Figure 4.6 Histogram and Polygon of Data A2B1... 83
Figure 4.7 Histogram and Polygon of Data A1B2... 84
xiv
LIST OF APPENDICES
Appendix 1 Syllabus ... 116
Appendix 2 Lesson Plans of Experimental Class ... 120
Appendix 3 Lesson Plans of Control Class ... 183
Appendix 4 Blue-print of Self-Esteem Questionnaire ... 246
Appendix 5 Questionnaire on Self-Esteem... ... 247
Appendix 6 Validity of Questionnaire on Self-Esteem ... 249
Appendix 7 Reliability of Questionnaire on Self-Esteem ... 255
Appendix 8 Valid and Reliable Questionnaire on Self-Esteem... 259
Appendix 9 Blue-print of Writing Test ... 261
Appendix 10 Readability of Writing Test... 262
Appendix 11 Students’ Scores of Self-Esteem ... 263
Appendix 12 Writing Scores ... 265
Appendix 13 Descriptive Statistics... 269
Appendix 14 Normality Test ... 277
Appendix 15 Homogeneity Test ... 285
Appendix 16 ANOVA ... 286
Appendix 17 Tukey Test ... 288
Appendix 18 The Example of Student’s Writing in Experimental Class ... 289
Appendix 19 The Example of Student’s Writing in Control Class ... 290
Appendix 20 SuratIjinPenelitian... 291
Appendix 21 SuratKeteranganMelakukanPenelitian ... 292
Appendix 22 Table of F Distribution... 293
Appendix 23 Table of Critical Values for the Lilliefors Test ... 294
Appendix 24 Table of Standard Normal Distribution ... 295
Appendix 25 Table of Bartlett ... 296
Appendix 26 Table of Critical Values for F Distribution (ANOVA)... 297
