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AN INVESTIGATION OF WRITING STRATEGIES AMONG
INDONESIAN EFL GRADUATE STUDENTS:
A Case Study at English Department on the Graduate Program of
Muhammadiyah University of Surakarta
THESIS
Submitted to Graduate Program of Sebelas Maret University as a Partial Fulfillment of the Requirements for Thesis Writing of English
Education
By:
RANDY LISTIYANTO S891602021
GRADUATE PROGRAM OF ENGLISH EDUCATION
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
v MOTTO:
Nani mo dikinai tte itte nani mo shinakattara, motto nani mo dekinai.
(If you don’t do something because you think you can’t do it, you’ll never be able to do anything in the future)
-Kira Yamato-
Do not look backward for very long keep moving forward opening up new doors and doing new thing
-Walt Disney-
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DEDICATION
I dedicate this thesis to:
My beloved father and mother for their greatest affection,
guidance, help, support, and all the best things for me.
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ACKNOWLEDGMENT
Alhamdulillahi rabbil’alamin.
Praise be to Allah SWT, The Almighty, for His bless so that the writer is finally able to finish this thesis which is one of the requirements for achieving Graduate Degree in English Department, Teacher Training and Education Faculty, Sebelas Maret University.
The writer realizes that he can never complete this thesis without the assistance of so many people. So, he would like to express his deep gratitude and respect to the following.
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for his permission write this thesis.
2. The Head of English Education Department of Graduate Program of Sebelas Maret University for his support and approval to do the research for this thesis. 3. Prof. Dr. Endang Fauziati, M.Hum., the first consultant, for her great guidance
and advice from the beginning to the completion of this thesis.
4. Dr. Slamet Supriyadi, M. Pd., the second consultant, for his great guidance, patience, and extra time to make this thesis better.
5. Ketua Program Magister Pengkajian Bahasa for the permission given to conduct this research.
6. My best friends (Bayu, Lukluk, and Nuril) for their great supports. 7. The students who have participated in this research.
8. All the writer’s friends whose names cannot be mentioned one by one for their help, support, care, and smile.
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ...
TABLE OF CONTENTS ... B. Problems Statement ... C. Objective of the Study ... D. Limitation of the Study ... E. Significance of the Study ...
CHAPTER II : REVIEW OF RELATED LITERATURE...
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CHAPTER III: RESEARCH METHODOLOGY...
A. Setting of the Research ... B. Research Design ... C. Source of Data ... D. Technique of Collecting Data ... E. Trustworthiness... F. Technique of Analyzing Data ... CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...
A. Research Findings ... 1. Types of Writing Strategy ... 2. The Differences of the Strategies Used by
Good and Poor Writing Mastery Students ... 3. Factor Contributing to the Use of Writing
Strategies ... B. Discussion ... 1. Types of Writing Strategy ... 2. The Differences of the Strategies Used by
Good and Poor Writing Mastery Students ... 3. Factor Contributing to the Use of Writing
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Table 4.4 : Introduction First Strategy Frequency ... 66
Table 4.5 : Sentence Verification Strategy Frequency ... 67
Table 4.6 : Paragraph Verification Strategy Frequency ... 68
Table 4.7 : Outline Revision Strategy Frequency ... 69
Table 4.8 : Language Transfer Strategy Frequency ... 71
Table 4.9 : Positive Grammar and Vocabulary Strategy Frequency ... 72
Table 4.10 : Sentence Simplification Strategy Frequency ... 73
Table 4.11 : Synonym Strategy Frequency ... 74
Table 4.12 : Dictionary Strategy ... 76
Table 4.13 : Peer Cooperation Strategy Frequency ... 77
Table 4.14 : Reading Aloud Strategy Frequency ... 78
Table 4.15 : Revision (vocabulary) Strategy Frequency ... 79
Table 4.16 : Revision (sentence structure) Strategy Frequency ... 80
Table 4.17 : Revision (text structure) Strategy Frequency ... 81
Table 4.18 : Revision (content) Strategy Frequency ... 82
Table 4.19 : Revision (one by one) Strategy Frequency ... 83
Table 4.20 : Drafting Strategy Frequency ... 84
Table 4.21 : Instructions Matching Strategy Frequency ... 85
Table 4.22 : Respiting Strategy Frequency ... 87
Table 4.23 : Collation Strategy Frequency ... 88
Table 4.24 : Self-Rewarding Strategy Frequency ... 89
Table 4.25 : Writing Strategy Usage Mean Score ... 91
Table 4.26 : Writing Strategy Usage Mean Score ... 94
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xii List of Figure
Figure Page
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List of Appendix
1. Writing test
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Randy Listiyanto. 2017. An Investigation of Writing Strategies among Indonesian EFL Graduate Students: A Case Study at English Department on the Graduate Program of Muhammadiyah University of Surakarta. Consultant: Prof. Dr. Endang Fauziati, M.Hum. Co-Consultant: Dr. Slamet Supriyadi, M.Pd. Thesis. Surakarta: English Education Magister Department, Sebelas Maret University of Surakarta.
ABSTRACT
This research aims to (1) Investigate the types of writing strategy employed by the subjects; (2) Find out the differences between the writing strategies used by students with good and poor writing mastery; and (3) Reveal the factors contributing to the use of writing strategy.
This research was conducted in Muhammadiyah University of Surakarta especially in the English Department of Graduate Program. The subjects of this research are six students who enroll in the English Department of Graduate Program of Muhammadiyah University of Surakarta. The students were categorized into those (three students) with good writing mastery and those (three students) with poor writing mastery by having a writing test. The instruments used for this research were writing test, writing scoring rubric, questionnaire, and interview. Afterwards, the data was analyzed by using flow model by Miles and Huberman (1994).
Based on the result of analysis, there are some arising research findings that can be sketched: (1) All types of writing strategies were employed by the subjects; (2) Students with good writing mastery employed writing strategies more frequently than those with poor writing mastery; and (3) Factors contributing to the use of writing strategy were identified to be students’ belief, students’ awareness,
students’ language proficiency, writing time, writing type, and writing activity
environment.
It can be concluded that employing writing strategies in a high frequency by
considering students’ belief, awareness, language proficiency, writing time, writing type, and writing activity environment is strongly essentials as it will help them to achieve a good writing outcome. Therefore it is recommended that: (1) Lecturers need to know their students writing strategy so they can manage their classroom activity in such a way to make it more effective; and (2) Future researchers can use other potential variables besides students writing mastery to conduct a research in this field.
