PICK, LIST, EVALUATE, ACTIVATE, SUPPLY, END
(PLEASE) STRATEGY: TEACHING WRITING VIEWED
FROM STUDENTS’ SELF
-ESTEEM
(An Experimental Research at the Tenth Grade of SMAN 1 Tangen in the
Academic Year of 2016/2017)
A THESIS
Written as a Partial Fulfillment of the Requirements for Graduate Education Degree of English Language Teaching
By:
ARIEF EKO PRIYO ATMOJO
S891508004
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
v ABSTRACT
Arief Eko Priyo Atmojo. S891508004. 2016. Pick, List, Evaluate, Activate, Supply, End (PLEASE) Strategy: Teaching Writing Viewed from Students’ Self-Esteem (An Experimental Research at the Tenth Grade of SMAN 1 Tangen in the Academic Year of 2016/2017). A Thesis. First Consultant: Dr. Sumardi, M.Hum.; Second Consultant: Dr. Sujoko, M.A. English Education Department, Graduate Program, Sebelas Maret University.
This research is aimed to reveal whether: (1) PLEASE strategy is more effective than RAFT strategy to teach writing; (2) Students having high self-esteem have better writing skill than those having low self-esteem; and (3) There is an interaction between the teaching strategies and the students’ self-esteem in teaching writing.
This experimental research was conducted at the tenth grade of SMAN 1 Tangen in the academic year of 2016/2017. The researcher employed two classes from the tenth grade natural sciences students of SMAN 1 Tangen in the academic year of 2016/2017 as the sample. One class, experimental class, was taught by using PLEASE strategy. Another class, control class, was taught by using RAFT strategy. The sample was taken by using cluster random sampling. Each class was divided into two groups of which each consisted of students having high self-esteem and those having low self-esteem. To collect the data, two instruments were employed. Those were writing test to find out the scores of students’ writing skill and self-esteem questionnaire to find out the scores of students’ self-esteem. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2 x 2 and Tukey test. Before conducting the ANOVA test, pre-requisite test such as normality and homogeneity test were done.
The findings of this research can be stated as follows: (1) PLEASE strategy is more effective than RAFT strategy to teach writing; (2) Students having high self-esteem have better writing skill than those having low self-esteem; and (3) There is an interaction between teaching strategies and students’ self-esteem to teach writing.
Based on the findings of this research, it implies that PLEASE strategy is an effective strategy in teaching writing to the tenth grade students of SMAN 1 Tangen. Further researches are encouraged to optimize the use of PLEASE strategy by combining it with interesting teaching media. The use of other attributive variables are also encouraged.
vi MOTTO
So verily, with every hardship, there is relief.
Verily, with every hardship, there is relief.
vii DEDICATION
I dedicate this thesis to:
My parents
My parents in law
My lovely wife
My brother and sister in law
viii
ACKNOWLEDGEMENTS
In the name of Allah, The Most Gracious and The Most Merciful.
The researcher would like to acknowledge his countless gratitude to Allah, for all His blessings. In addition, there are many people who have generously contributed to the writing of this thesis. Therefore, he would like to express his deep gratitude to the following people:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for the permission to write this thesis.
2. The Head of English Education Department of Graduate Program for providing the facilities to complete the writing of this thesis.
3. Dr. Sumardi, M.Hum., the first consultant, for his guidance, advice, and patience during the writing process of this thesis.
4. Dr. Sujoko, M.A., the second consultant for his guidance, advice, and patience during the writing process of this thesis.
5. The Principal of SMAN 1 Tangen, Drs. Wasiyo, M.Pd., for his permission to conduct the research.
6. The English teachers of SMAN 1 Tangen, especially Nanik Susilowati, S.Pd., for their help, guidance, and cooperation during the research.
7. The tenth grade students of SMAN 1 Tangen in the academic year of 2016/2017 for their cooperation during the research.
8. The researcher’s family, for their support during the writing process of this thesis. 9. All friends and everyone who have helped the researcher in accomplishing this thesis.
Finally, the researcher realizes that this thesis is still far from being perfect. Therefore, constructive suggestions are needed for the progress of future researches. The researcher hopes that this thesis would provide a positive contribution to the field of English language teaching.
Surakarta, December 2016
ix
CHAPTER I INTRODUCTION A. Background of the Study ……… ... 1
CHAPTER II LITERATURE REVIEW A. Writing
x
E. Review of Related Research……… 26
F. Rationale……… .. 30
1. The Differences between PLEASE Strategy and RAFT Strategy ... 30
2. The Differences between Students Having High Self-Esteem and Students Having Low Self-Esteem .. 31
3. Interaction between Teaching Strategies and Students’ Self-Esteem ... 32
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Data Description ………... 49
1. The Difference between PLEASE Strategy and RAFT Strategy ………...…. 60
2. The Differences between Students Having High Self-Esteem and Students Having Low Self-Esteem … 62
3. Interaction between Teaching Strategies and Students’ Self-Esteem ……… 65
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ……… 68
B. Implication ……… 69
xi
xii
LIST OF TABLES
Table 2.1 Scoring Rubric for Writing Test... 11
Table 2.2 Top 15 Characteristics of High and Low Self-Esteem Students ... 25
Table 3.1 Schedule of the Research ... 35
Table 3.2 The Table of Factorial Design ... 36
Table 3.3 The Research Design of ANOVA ... 38
Table 3.4 Readability of the Writing Test Instruction... 40
Table 3.5 Scoring Rubric for Writing Test... 40
Table 3.6 Blueprint of Self-Esteem Questionnaire ... 42
Table 3.7 Scoring for Self-Esteem Questionnaire………... ... 42
xiii
LIST OF FIGURES
Figure 4.1 Polygon and Histogram of Data A1 ... 50
Figure 4.2 Polygon and Histogram of Data A2 ... 51
Figure 4.3 Polygon and Histogram of Data B1 ... 52
Figure 4.4 Polygon and Histogram of Data B2 ... 52
Figure 4.5 Polygon and Histogram of Data A1B1 ... 53
Figure 4.6 Histogram and Polygon of Data A1B2 ... 54
Figure 4.7 Histogram and Polygon of Data A2B1 ... 55
xiv
LIST OF APPENDICES
Appendix 1 Lesson Plan of Experimental Class ... 78
Appendix 2 Lesson Plan of Control Class ... 106
Appendix 3 Instrument of Self-Esteem ... 134
Appendix 3.1 Blueprint of Self-Esteem ... 134
Appendix 3.2 Validity and Reliability of Self-Esteem Questionnaire ... 135
Appendix 3.3 Instrument of Self-Esteem Questionnaire ... 141
Appendix 4 Instrument of Writing Test ... 144
Appendix 4.1 Blueprint of Writing Test ... 144
Appendix 4.2 Instrument of Writing Test ... 145
Appendix 4.3 Scoring Rubrics of Writing Test ... 146
Appendix 4.4 Readability of Writing Test ... 147
Appendix 5 Result of Readability of Writing Instrument ... 148
Appendix 6 Students’ Self-Esteem Scores ... 149
Appendix 6.1 Students’ Self-Esteem Score of Experimental Class ... 149
Appendix 6.2 Students’ Self-Esteem Score of Control Class ... 150
Appendix 7 Writing Scores ... 151
Appendix 7.1 Students’ Writing Scores Experimental (A1) ... 151
Appendix 7.2 Students’ Writing Scores Control (A2) ... 152
Appendix 8 Students’ Self-Esteem and Writing Scores ... 153
Appendix 8.1 Students’ Self-Esteem and Writing Scores of Exp Class ... 153
Appendix 8.2 Students’ Self-Esteem and Writing Scores of Cont Class ... 154
Appendix 9 Descriptive Statistics ... 155
Appendix 10 Normality Test ... 171
Appendix 11 Homogeneity Test ... 179
Appendix 12 ANOVA ... 180
Appendix 12.1 2x2 ANOVA Multifactor Analysis of Variance... 180
Appendix 12.2 The Computation of 2x2 ANOVA Multifactor Analysis ... 181
Appendix 13 Tukey Test ... 183
Appendix 14 Table of the Standard Normal Distribution ... 184
Appendix 15 Table of Critical Values for the Liliefors (Normality Test) ... 185
Appendix 16 Table of the Chi Square Distribution (Homogeneity) ... 186
Appendix 17 Table of Critical Values for F Distribution ... 187
Appendix 18 Table of Critical Values for Tukey Test ... 188
Appendix 19 Example of Students’ Writing ... 189
Appendix 20 Example of Students’ Self-Esteem Questionnaire ... 197
Appendix 21 Decree of Thesis Writing ... 209
Appendix 22 Letter of Research Permission ... 210
