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THE EFFECTIVENESS OF PAPER SEMINAR TECHNIQUE TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION
(An Experimental Research on Argumentative Essay Writing at the Third
Semester Students of the English Education Department of IKIP PGRI
Madiun in the Academic Year of 2012/2013)
Thesis
By:
SRI LESTARI
NIM. S891108108
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
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ABSTRACT
Sri Lestari. The Effectiveness of Paper Seminar Technique to Teach
Writing Viewed from the Students’ Self-Actualization (An Experimental Research at the Third Semester Students of English Department IKIP PGRI Madiun in the Academic Year of 2012/2013). First consultant: Dr. Ngadiso, M.Pd; second
consultant: Dr. Abdul Asib, M.Pd. Thesis: Surakarta, English Education
Department, Graduate School, Sebelas Maret University, 2013.
This research aims at find out whether: (1) Paper Seminar Technique is
more effective than Peer Editing Technique to teach writing skill; (2) students having high actualization have better writing skill than those having low self-actualization; and (3) there is an interaction between teaching techniques and students’ self-actualization in teaching writing to the third semester students of English Department, IKIP PGRI Madiun in the academic year of 2012/2013.
The experimental research was conducted in IKIP PGRI Madiun. The population was the third semester students of English Department IKIP PGRI Madiun in the academic year of 2012/2013. In taking the sample, a cluster random sampling technique was used. There were two classes used as sample. One class consisted of 30 students who were experimental class taught by Paper Seminar technique and the other 30 students were as control class taught by Peer Editing technique. The instruments of collecting data were writing test test and questionnaire. The data were analyzed by using multifactor analysis of variance 2x2. Then, it was analyzed by using Tukey test.
The research findings show that: (1) Paper Seminar technique is more effective than Peer Editing technique; (2) The students having high self-actualization have better writing skill than those having low self-self-actualization; and
(3) There is an interaction between teaching techniques and students’
self-actualization in teaching writing.
Finally, the research findings imply that the use of Paper Seminar
Technique can improve the student’s writing skill. The evidence in this research
indicate that the students taught using Paper Seminar Technique have better writing skil than those taught using Peer Editing Technique. Therefore, it is recommended for English teaching teacher to apply Paper Seminar Technique in the writing class.
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “THE
EFFECTIVENESS OF PAPER SEMINAR TECHNIQUE TO TEACH
WRITING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION (An
Experimental Research on Argumentative Essay Writing for the Third Semester
Students at the English Education Department of IKIP PGRI Madiun in the
Academic Year of 2012/2013). It is not plagiarism or made by others. Anything
related to others’ work is written in quotation, the source of which is listed on the
bibliography.
If then this pronouncement proves wrong, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, July 2013
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DEDICATION
This thesis is dedicated to:
My beloved father and mother, for suggestion, pray, and
motivation.
My beloved brother and sister, Sugeng Riaydi and Indah
Gustri Rahayu for love and support.
My beloved husband, Catur Wibowo, thank you for your love
and support.
My beloved friends, Ardiana and Gusty, Dwi Rosita,
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ACKNOWLEDGEMENT
All praise be to God, Allah SWT, the Almighty and Most Merciful who has given
the writer unremarkable blessings, so that the writer is able to finish this thesis.
Sholawat and salam will always be given to the beloved holy prophet Muhammad
SAW. The writer realizes that her thesis can never be finished without the help of
others during the process of writing. Therefore, she would like to express her
deepest gratitude and appreciation to the following:
1. Prof. Dr. Ir Ahmad Yunus, M.S., the Director of Graduate Program of Sebelas
Maret University for his permission to write this thesis.
2. The Head of English Education Department of Graduate School of Sebelas
Maret University Surakarta for giving his support and guidance for writing this
thesis.
3. Dr. Ngadiso,M. Pd., the first consultant, for all his invaluable guidance, advice,
encouragement, and patience during the writing process of this thesis.
4. Dr. Abdul Asib, M.Pd., the second consultant, for his guidance, suggestions,
time, and criticism in completing this thesis
5. Nuri Ati Ningsih, M.Pd., the Head of the English Department of IKIP PGRI
Madiun, for her permission to conduct the research.
6. The students of IIIA and IIIB of IKIP PGRI Madiun, who had helped the
writer so the writer could finish the thesis well.
The writer accepts the correction and suggestion to improve the quality of
this thesis. Hopefully, this thesis will be useful for the readers.
Surakarta, July 2013
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viii Motto
Whatever you vividly imagine, ardently desire, sincerely believe, and
enthusiastically act upon must inevitably come to pass
commit to user c. The Role of Teacher and Students in the Paper Seminar... 30
5. Teaching Writing Using Paper Seminar Technique Compared to Peer Editing Technique ... 37
a. General Differences between Paper Seminar Technique and Peer Editing Technique ... 37
b. The Using of Paper Seminar Technique and Peer Editing Technique in the Classroom... 38
6. Self-Actualization ... 39
a. Notion of Maslow’s Humanistic Psychology... 39
b. Basic Concepts of Maslow’s Humanistic Psychology... 39
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d. Criteria of Self-Actualization... 47
B.Review of Relevant Studies ... 49
2. Statistical Hypothesis ... 73
CHAPTER IV THE RESULT OF THE STUDY A. The Implementation of Research ... 76
B. Data Description ... 78
1. The Data of Writing Test of Experiment Class that is Taught by Using Paper Seminar (A1) ... 79
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1. Using Paper Seminat is More Effective than Peer Editing ... 93
2. The Students Who Have High Self-Actualization Have Better Writing Skill than the Students Who Have Low Self-Actualization ... 95
3. There is Interaction between Teaching Techniques and Students’ Self-Actualization in Teaching Writing ... 97
CHAPTER V CONCLUSSION, IMPLICATION AND SUGGESTION A. Conclusion ... 101
B. Implication and Suggestion ... ... 102
BIBLIOGRAPHY ... 104
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LIST OF TABLES
Table 3.1. Research Design ... 60
Table 3.2. Time schedule of the research ... 62
Table 3.3. Readibility of Writing Test ... 67
Table 3.4. The Result of Self-Actualization... 70
Table 4.1. Frequency Distribution of Data A1 ... 77
Table 4.2. Frequency Distribution of Data A2 ... 78
Table 4.3. Frequency Distribution of Data B1 ... 79
Table 4.4. Frequency Distribution of Data B2 ... 80
Table 4.5. Frequency Distribution of Data A1B1 ... 81
Table 4.6. Frequency Distribution of Data A1B2 ... 82
Table 4.7. Frequency Distribution of Data A2B1 ... 83
Table 4.8. Frequency Distribution of Data A2B2 ... 84
Table 4.9. Normality Test ... 85
Table 4.10. Homogeneity Test ... 86
Table 4.11. Summary of 2x2 Multifactor Analysis of Variance ... 87
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LIST OF FIGURES
Table 4.1. Frequency Distribution of Data A1 ... 78
Table 4.2. Frequency Distribution of Data A2 ... 79
Table 4.3. Frequency Distribution of Data B1 ... 80
Table 4.4. Frequency Distribution of Data B2 ... 81
Table 4.5. Frequency Distribution of Data A1B1 ... 82
Table 4.6. Frequency Distribution of Data A1B2 ... 83
Table 4.7. Frequency Distribution of Data A2B1 ... 84
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LIST OF APPENDICES
Appendix 1. Lesson Plan of Experimental Class ... 107
Appendix 2. Lesson Plan of Control Class ... 181
Appendix 3. Blue Print and Instrument of Questionnaire for Self-Actualization (try out) ... 253
Appendix 4. The Result of Validity of Questionnaire for Self-Actualization (try out)... 259
Appendix 5. The Result of Validity of Questionnaire for Self-Actualization (after try out) ... 276
Appendix 6. . The Result of Reliability of Questionnaire for Self-Actualization ... 290
Appendix 7. Blue print and Instrument of Questionnaire for Self-Actualization (after tryout) ... 303
Appendix 8. Scoring Rubric of Writing Test ... 308
Appendix 9. Readability of Writing Test ... 310
Appendix 10. Tabulation of Self-Actualization and Writing Score Taught by Paper Seminar ... 312
Appendix 11. Tabulation of Self-Actualization and Writing Score Taught by Peer Editing ... 313
Appendix 12. Writing Score of Experimental Class ... 314
Appendix 13. Writing Score of Control Class ... 315
Appendix 14. Descriptive Analysis... 316
Appendix 15. Normality ... 333
Appendix 16.Data Homogeneity ... 345
Appendix 17. ANOVA ... 347
