commit to user
i
THE EFFECTIVENESS OF TEAM DEVELOPMENT MODEL
COMPARED TO SELF-REGULATED STRATEGY
DEVELOPMENT MODEL TO TEACH WRITING VIEWED
-CONCEPT
(An Experimental Research at the Seventh Grade Students of SMP 39 Purworejo in the Academic Year of 2012/2013)
A THESIS
Written by
NURIKA ENDAH TRILESTARI
NIM: S891202050
Written as a Partial Fulfilment of the Requirements for Graduate Education
Degree of English Language Teaching
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
commit to user
ii
APPROVAL
THE EFFECTIVENESS OF TEAM DEVELOPMENT MODEL COMPARED
TO SELF-REGULATED STRATEGY DEVELOPMENT MODEL TO TEACH
-CONCEPT
(An Experimental Research at the Seventh Grade Students of SMP 39 Purworejo in the Academic Year of 2012/2013)
Written by:
Nurika Endah Trilestari
NIM: S891202050
This Thesis has been approved by the Consultants of English Education Department of Graduate Program of Sebelas Maret University Surakarta.
In October 2013
Consultant I
Dra. Dewi Rochsantiningsih, M.Ed, Ph.D NIP. 19600918 198702 2 001
Consultant II
Dra. Diah Kristina, M.A, Ph.D NIP. 19590505 198601 2 001
Approved By
The Head of English Education Department of Graduate Program of Sebelas Maret University Surakarta
commit to user
iii
LEGITIMATION
The Effectiveness of Team Development Model Compared to Self-Regulated Strategy Development Model to teach Writing viewed f -Concept (An Experimental Research at the Seventh Grade Students of SMP 39 Purworejo in
the Academic Year of 2012/2013)
by:
Nurika Endah Trilestari
S891202050
This thesis has been examined by the Board of Thesis Examiners of English Education Department of Graduate School of Sebelas Maret University
On October 30th 2013
Board of Examiners Signatures Chairman Dr. Ngadiso, M.Pd
(...) 19621231 198803 1 009
Secretary Dr. Sumardi, M.Hum.
(...) 19740608 199903 1 002
Examiners 1. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D
(...) 19600918 198702 2 001
2. Dra. Diah Kristina, M.A, Ph.D
(...) 19590505 198601 2 001
Legalized by
The Director of Graduate Program
Prof. Dr. Ir. Ahmad Yunus, M.S NIP. 19610717 198601 1 001
The Head of English Department of Graduate Program
commit to user
iv
PRONOUNCEMENT
Team Development Model Compared to Self-Regulated Strategy Development Model to teach Writing viewed f -Concept (An Experimental Research at the Seventh Grade Students of SMP 39 Purworejo in the Academic Year
work is written in quotation, the source of which is listed on the references.
If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancelation of my academic degree
Surakarta, October 2013
commit to user
v
ABSTRACT
Nurika Endah Trilestari, S891202050. 2013. The Effectiveness of Team Development Model Compared to Self-Regulated Strategy Development Model to -Concept (An Experimental Research at the Seventh Grade Students of SMP 39 Purworejo in the Academic Year of 2012/2013). First Consultant: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D. Second Consultant: Dra. Diah Kristina, M.A, Ph.D. Thesis. Surakarta. English Education Department. Graduate School. Sebelas Maret University.
This research is aimed at finding out whether; (1) Team Development model is more effective than Self-Regulated Strategy Development Model in teaching writing to the seventh grade students of SMP 39 Purworejo; (2) the seventh grade students of SMP 39 Purworejo having high self-concept have better writing skill then those having low self-concept; and (3) there is interaction between teaching models
-concept to teach writing.
The method applied in this research was experimental research. The research was conducted at SMP 39 Purworejo in the academic year of 2012/2013. The population of the research is the seventh grade students of SMP 39 Purworejo. Two samples were taken by using cluster random sampling. The class 7B was used as the experimental class and class 7A as the control class. Each of classes consists of 18 students. In collecting the data, several steps were applied: (1) giving self-concept -concept; (2) conducting teaching models to the students; (3) carrying out
post-skills. The data were obtained from self-concept questionnaires and writing test. Furthermore, to analyse the data, the researcher applied descriptive and inferential statistics using ANOVA and Tukey test.
The result of the research finding leads to the conclusions that; (1) the students who are taught using Team Development Model have better writing skills than those who are taught using Self-Regulated Strategy Development Model. In other word, the use of Team Development Model is more effective than Self-Regulated Strategy Development; (2) the students who have high self-concept have better writing skills than those who have low self-concept; (3) There is an interaction -concept in teaching writing for the seventh grade of SMP 39 Purworejo.
Finally, the results of this research imply that the students having high self-concept have better writing skills than those having low self-self-concept. Furthermore,
-writing skills. Thus, it is recommended that in order to get maximum result and
-concept. Moreover, teachers are suggested to be more innovative in using the various teaching models. For other researchers, it is hoped that these research findings can be used as a reference for future researches. Moreover, other researchers may conduct researches viewed from other psychological aspects.
Keywords: writing, Team Development Model, Self-Regulated Strategy
commit to user
vi
MOTTO
commit to user
vii
DEDICATION
With deep profound love, this research is devoted to:
My parents; Bapak Maryono and Ibu Suhartini,
Without your love, prayers, and support I would not be the person I am today.
My brothers; Wahyu Prabowo, Arif Budi Prabowo, and Budi Prasetyo,
Thanks for being great role models and inspirations.
My sister in law, Solihatun Tri Hasanah,
commit to user
viii
ACKNOWLEDGEMENT
to ALLAH SWT who has given His
blessing to the writer so that she can accomplish this thesis. In addition, the writer is
also fully aware that her thesis can never be accomplished without the help of others
during the process of writing. Therefore, she would like to express her deepest
gratitude and appreciation to:
1. The Director of Graduate Program of Sebelas Maret University.
2. The Head of the English Education Department of Graduate Program.
3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant, for all her
guidance, advice, and encouragement during completion of this thesis.
4. Dra. Diah Kristiana, M.A., Ph.D., the second consultant, for her guidance,
advice, and encouragement during the writing process of this thesis.
5. The Headmaster of SMP 39 Purworejo.
6. All teachers, especially English teachers of SMP 39 Purworejo.
7. Seventh grade students of SMP 39 Purworejo.
8. All friends, especially Mbak Lizna Umi
and everyone who helped the writer in accomplishing the thesis.
The writer hopes and accepts gratefully every comment and suggestion.
Hopefully, this thesis will be useful for the readers.
Surakarta, October 2013.
commit to user
ix
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
iii
TABLE OF CONTENT ix
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF APPENDICES xiii
CHAPTER I INTRODUCTION
A. ...
B. Problem Identification . C. Problem Limitation . D. Problem Statements
E. Objectives of the Study F. Significance of the Study
1
1. Definition of Writing
2. Purpose of Writing ... 3. Writing Skill ... 4. Teaching Writing
5. Difficulties in Teaching Writing 6. Writing Assessment
B. Team Development Model
1. The Defi .
2. The Procedure of Team Development Model . 3. The Strength and Weaknesses of Team
C. Self-Regulates Strategy Development Model 1. The Definition of Self-Regulated Strategy
Development Model... 2. The Procedure of Self-Regulated Strategy
Development Model
3. The Strength and Weaknesses of Self-Regulated Strategy Development Model
D. Teaching Writing Using Team Development Model compared to Self-Regulated Strategy Development
commit to user
x Model
E. The Concept of Self-Concept 1. The Definition of Self Concept
2. The Components of Self-Concept ... 3. The Elements of Self-Concept
4. Factors of Self-Concept 5. Aspects of Self-Concept
F. Previous Relevant Study .
G. Rationale ..
CHAPTER III RESEARCH METHODOLOGY
A. Context of the Research
1. Time of the Research . 2. Place of the Research
3. Profile of Writing Class ... B. Research Method
C. Population, Sample, and Sampling D.
1. Validity and Reliability of Questionnaire Items.. 2. Readability of Writing Test
E. Technique of Analysing Data
1. Descriptive Analysis ... 2. Inferential Analysis
A. The Implementation of the research 1. Initial Stage
2. Implementation Stage B. Data Description
C. Data Analysis
1. Normality ...
2. Homogeneity ... 3. ANOVA test . .... 4. Tukey test .
D. The Discussion of the Result
72
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION.
A. Conclusion ... B. Implication and Suggestion
103 103 104
BIBLIOGRAPHY 112
commit to user
xi
LIST OF TABLES
Table 2.1 Analytical Scoring of Writing 24
Table 2.2 The Scoring of Writing 26
Table 2.3 The Differences Between Team Development Model and
Self-Regulated Strategy Model 36 Table 3.1 The Time Schedule of the Research 52
Table 3.2 The Relationship between two variables 55
Table 3.3 58
Table 3.4 Readability Questions 61
Table 3.5 The Formula of counting the data readability 61
Table 3.6 Factorial Design for ANOVA 66
Table 3.7 Design for ANOVA 66
Table 3.8 Design for Summarizing ANOVA 68
Table 4.1 The Summary of the Implementation of the research 72
Table 4.2 Frequency Distribution of Data A1 75
Table 4.3 Frequency Distribution of Data A2 77
Table 4.4 Frequency Distribution of Data B1 78
Table 4.5 Frequency Distribution of Data B2 79
Table 4.6 Frequency Distribution of Data A1B1 80
Table 4.7 Frequency Distribution of Data A1B2 81
Table 4.8 Frequency Distribution of Data A2B1 82
Table 4.9 Frequency Distribution of Data A2B2 83
commit to user
xii
LIST OF FIGURES
Figure 4.1 Histogram and Polygon of Data A1 76
Figure 4.2 Histogram and Polygon of Data A2 77
Figure 4.3 Histogram and Polygon of Data B1 78
Figure 4.4 Histogram and Polygon of Data B2 79
Figure 4.5 Histogram and Polygon of Data A1B1 80
Figure 4.6 Histogram and Polygon of Data A1B1 81
Figure 4.7 Histogram and Polygon of Data A2B1 82
commit to user
xiii
LIST OF APPENDICES
Appendix 1.1
Lesson Plan of Team Development Model
Lesson Plan of Self-Regulated Strategy Development Model Readability of writing instrument
Result of writing instrument readability Blue Print of Self-Concept before validation Validity and Reliability of Self-concept Blue Print of Self-Concept after validation Instrument of Self-Concept
Self-Concept level of the students taught by Team Development Self-Concept level of the students taught by Self-Regulated Strategy Development Model
Scoring Rubric of Writing Test
Mid-semester English Score of 2nd Semester of Treatment and Try-out Classes
Post-Test writing scores taught by Team Development Model Post-Test writing scores taught by Self-Regulated Strategy Development Model
Descriptive Statistics Normality
Homogeneity
ANOVA 2X2 Multifactor Analysis Variance The Result of Tukey Test
Table of Critical Values for t Distribution Table of the Standard Normal Distribution
Table of Critical Values for the Liliefors (Normality Test) Table of the Chi Square Distribution (Homogeneity)
Table of Critical Values for F Distribution (ANOVA test) @0.05 Table of Critical Values for Tukey test @0.05
Photographs
