THE EFFECT OF TEACHING TECHNIQUES AND STUDENTS PERSONALITY ON THE STUDENTS ACHIEVEMENT IN ARGUMENTATIVE WRITING.

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THE EFFECI' OF TEACHING TECHNIQUES AND STUDENTS'

PERSONALITY ON THE STUDENTS' ACHIEVEMENT

IN ARGUMENTATIVE WRITING

A Thesis

Submitted to English Applied Linguistics Study Program In Partial Fulfillment for the Degree of Magister Humaniora

By:

NOVIANA MINARNI Registration Number. 08218833011'7

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MED.AN

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THE EFFECI' OF TEACHING TECHNIQUES AND STUDENTS'

PERSONALITY ON THE STUDENTS' ACHIEVEMENT

IN ARGUMENTATIVE WRITING

A Thesis

Submitted to English Applied Linguistics Study Program In Partial Fulfillment for the Degree of Magister Humaniora

By:

NOVIANA MINARNI Registration Number. 08218833011'7

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MED.AN

J

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A Thesis

THE EFFECT OF TEACHING TECHNIQUES AND STUDENTS' PERSONALITY ON THE STUDENTS' ACHIEVEMENT

IN ARGUMENTATIVE WRITING

By

Noviana Minami

Registration Number. 082188330117

English Applied Linguistics Study Program State University of Medan

This thesis was examined on October

6'•,

2011 by the Board ofExaminen

Approved by Adviser Commission

Adviser I

Prof. Dr. Berlin Sibarani, M.Pd NIP. 19570615 198203 1 005

Adviser II

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Approval

This thesis was examined on October 6tb, 2011 by Board of Examiners

Board of Examiners

Prof. Dr. Berlin Sibarani, M.Pd NIP. 19570615 198203 1 005

Dr. Didik Santoso, M.Pd NIP.196606161994031 006

Prof.Dr. Busmin Gaming, M.Pd NIP. 19590713 198601 1 001

Prof. Dr. Linee Sihombing, M.Pd NIP. 19610425 198601 2 001

ABSTRACT

Noviana Minami. 082188330117. The Effect of Teaching Techniques and Students' PenonaUty on the Students' Achievement in Argumentative Writing. A Thesis. English Applied Linguistic Study Program, State University ofMedan. 2011.

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ABSTRAK

Noviana Minarni. 082188330117. The Effeet of Teaching Teehniques aad

Students' Penonanty on the Students' Achievement in Argumentative

Writing. Tesis. Program Studi Linguistik Terapaa Bahasa Inggris,

Universitas Negeri Medan. 2011.

Penelitian

ini

bertujuan untuk mengetahui apakah: (1) teknik group critiques dan

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ACKNOWLEDGEMENTS

Bismillahirahmanirrahi.

First and foremost, praise and

thank

be to ALLAH SWT, the Almighty,

who has granted countless blessing, knowledge, and opportunity to the writer so

that she has been finally able to accomplish her thesis.

This thesis could have been completed because of the guidance,

encouragement, suggestions, and comments from several people, for which she

would like to extend her sincere and special thanks.

She gratefully acknowledges her debt to Prof. Dr. Berlin Sibarani, M.Pd,

her first adviser, who

ha.s

generously spent precious time in giving the guidance,

encouragement, suggestions, and comments until this thesis comes to its present

form. Her deepest gratitude is also expressed to

Dr. Didik

Santoso, M.Pd, her

second adviser, who has kindly assisted her for many hours as she tried to figure

out what she really wanted to say in this thesis.

Her enormous appreciation is addressed to Prof.

Dr.

Busmin Gurning,

M.Pd, the head of English Applied Linguistics Study, and to

Dr.

Anni Holila Pulungan, M.Hum, the secretary of English Applied Linguistics Study, for their

administrative assistances.

She heartily wishes to acknowledge Prof. Dr. Busmin Gurning, M.Pd,

Prof. Dr. Lince Sihombing, M.Pd, and Dr. Anni Holila Pulungan, M.Hum for being her reviewers and examiners, for the valuable inputs to be included in this

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~-Linguistics Study Program who have been her inspiration during the academic

years and also during the completion of this thesis.

Special

thanks

are extended to Drs. Ulian

Barus,

M.Pd, the dean of

education faculty of Muslim Nusantara University Medan, for the pennission to

conduct the research and to the semester IV students of class A and C of 2010/

2011 academic year for the cooperation during the research.

Finally, she will forever be indebted to her beloved parents, H.M. Kasimin

and Suwami, her lovely sister and nephew, Maya and Aldi, and also her amazing relatives for always trying to keep her on track whenever she is on the verge of

stumbling. She would like to dedicate this thesis especially to Mae and Om Gito.

She l'!alizes that when she sees her life path, it just wouldn't rhyme without them. Last but not least, her heartfelt thanks also go to her best friends Mei, Ayu,

Uci, Gen, Rini, Usma, and Grace for having given her unfailing support and

encouragement during the academic years and the completion of her thesis, to all

friends in intake XV class for their friendship and cooperation, and to her

boarding house's friends Lia, Nela, Kris,

Imah.

and Vita for their prayer.

It would be difficult to fmd adequate words to convey how much she owes

the people. Lots of love and thank to all of you. May Allah bless us.

Medan, 11 November 2011 The writer,

1

TABLE OF CONTENTS

Pages

ABSTRACT

i

ABSTRAK

ii

ACKNOWLEDGEMENTS

iii

TABLE OF CONTENTS

v

LIST OF TABLES

viii

LIST OF FIGURES

ix

APPENDICES

X

CHAPTER 1: INTRODUCTION

1

1.1. The Background of the Study 1

1.2. The Problems of the Study 6

1.3. The Objectives of the Study 7

1.4. The Scope of the Study 7

1.5. The Significances of the Study 8

CHAPTER II: REVIEW OF LITERATURE

9

2.1. Theoretical Framework 9

2.1.1. Achievement

in

Argumentative Writing 9

2.1.2. Writing 12

2.1.2.1. The Nature of Writing 12

2.1.2.2. Approaches to Students Writing 13

2.1.2.3. Types of Writing Performance 16

2.1.2.4. Writing Assessment 17

2.1.3. Writing Genres 19

2.1.3.1. Argumentative Writing 19

2.1.3.2. Types of Argumentative Writing 22

2.1.3.3. Structure of Argumentative Writing 22 2.1.3.4. The Grammatical Features of Arguing 25

2.1.3.5. Grammar of Arguing 26

2.1.4. Group Critiques Technique 27

2.1.4.1. The Nature of Group Critiques Technique 27 2.1.4.2. The Step ofGroup.Critiques Technique

in

the Classroom 31 2.1.4.3. Group Critiques Technique Facilitates Writing 33 2.1.4.4. The Strength and Weakness ofGroup Critiques Technique 34

2.1.5. Exemplary Examples Technique 35

2.1.5.1. The Nature of Exemplary Examples Technique 35 2.1.5.2. The Step of Exemplary Examples Technique in the Classroom 36 2.1.5.3. Exemplary Examples Technique Facilitates Writing 38 2.1.5.4. The Strength and Weakness of Group Critiques Technique 39

2.1.6. Personality 40

2.1.6.1. The Nature of Personality 40

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2.1.6.3. The Theory oflntrovert and Extrovert 42

2.1.6.4. Personality and Writing 45

2.2. The Conceptual Framework 47

2.2.1. The Students' Achievement in Argwnentative Writing of the Students Taught by Using Group Critiques Technique and Exemplary Examples

Technique 47

2.2.2. The Students' Achievement in Argumentative Writing of the Students who Have Introvert and Extrovert Personality

50

2.2.3.

The Interaction between Group Critiques and Exemplary Examples

Techniques and Students' Personality on the Students' Achievement

in Argumentative Writing 51

2.3. Hypotheses 52

CHAPTER W: RESEARCH MEmOD 3.1. Research Design

3.2. Population and Sample 3.2.1. Population

3.2.2. Sample

3.3. The Instrumentation 3.3.1. Writing Test

3.3.1.1. The Validity of Writing Test 3.3.1.2. The Reliability of Writing Test 3.3.2. Students' Personality Questionnaire

3.3.2.1. The Validity of Questionnaire 3.3.2.2. The Reliability of Questionnaire 3.4. The Procedure of the Treatment

3.5. Control of the Treatment

3.6. The Technique of Analyzing the Data 3.8. Statistical Hypotheses

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1. Description of the Data

4.1.1. The Achievement in Argumentative Writing of the Students Taught by Using Group Critiques Technique

4.1.2. The Achievement in Argumentative Writing of the Students Taught by Using Exemplary Examples Technique

4.1.3. The Achievement in Argumentative Writing of the Students who Have Introvert Personality

4.1.4. The Achievement in Argumentative Writing of the Students who Have Extrovert Personality

4.1.5. The Achievement in Argumentative Writing ofthe Students who Have Introvert Personality Taught by Using

Group Critiques Technique

4.1.6. The Achievement in Argumentative Writing of the Students who Have Extrovert Personality Taught by Using

Group Critiques Technique

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4.1. 7. The Achievement in Argumentative Writing of the Students who Have Introvert Personality Taught by Using

Exemplary Examples Technique 77

4.1.8. The Achievement in Argumentative Writing of the Students who Have Extrovert Personality Taught by Using

Eu~bcyE~ksTechruque 79

4.2. The Requirements of Analysis of Variance (ANOVA) 80

4.2.1. Testing of Normality 80

4.2.2. Testing of Homogeneity 82

4.2.2.1. Groups of Teaching Techniques 82

4.2.2.2. Groups of Students' Personality 82

4.2.2.3. Groups of Interaction 83

4.2.3. The Testing of Hypotheses 83

4.2.3.1. Group Critiques and Exemplary Examples Techniques Significantly Affect Students' Achievement in

Argumentative Writing 85

4.2.3.2. Students' Personality Significantly Affects Students'

Achievement in Argumentative Writing 86 4.2.3.3. There is an Interaction between Teaching Techniques and

Students' Personality to the Students' Achievement

in Argw!lentative Writing 86

4.3. Research Findings 91

4.4. Discussion 92

4.4.1. The Effect of Group Critiques Technique and Exemplary Examples Technique on the Students' Achievement in Argumentative Writing 92 4.4.2. The Effect of Introvert and Extrovert Personality on the Students'

Achievement in Argumentative Writing 93

4.4.3. The Interaction between Teaching Techniques and Students'

Personality on the Students' Achievement in Argumentative Writing 94

4.5. The Limitation of the Research 95

CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions

5.2. Suggestions

REFERENCES

97 97 97

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LIST OF TABLES

Tables

Pages

1 Final Semester Data of Students' Examination Result in

Muslim

Nusantara University

Medan

2009/2010 2 2 The Strength and Weakness of Group Critiques Technique 34 3 The Strength and Weakness of Exemplary Examples Technique 40

4 The Typical Introvert and Extrovert 44

5

Factorial Research Design

2x2

54

6

The Result of Computation of Inter rater Reliability

59

7 The Number of Test Items Valid 62

8 The Summary of the Result of the Reliability of Questionnaire 64

9 Summary of Data Description 68

10 Frequency Table of the Students' Scores Taught

by Using Group Critiques Technique 69

11 Frequency Table of the Students' Scores Taught

by Using Exemplary Examples Technique 70

12 Frequency Table of the Students' Scores of the Students

who Have Introvert Personality 72

13 Frequency Table of the Students' Scores of the Students

who Have Extrovert Personality 73

14 Frequency Table of the Students' Scores of the Students who Have

Introvert Personality Taught by Using Group Critiques Technique 75 15 Frequency Table of the Students' Scores of the Students who Have

Extrovert Personality Taught by Using Group Critiques Technique 76 16 Frequency Table of the Students' Scores of the Students who Have

Introvert Personality Taught by Using Exemplary Examples

Teclmique 78

17 Frequency Table of the Students' Scores of the Students who Have Extrovert Personality Taught by Using Exemplary Examples

Technique 79

18 The Summary of the Result ofNormality Test 81 19 The Result of Homogeneity Test on Groups of Teaching Techniques 82 20 The Result of Homogeneity Test on Groups of Students' Personality 82 21 The Result of Homogeneity Test on Groups of Interaction 83

LIST OF FIGURES

Figures

Pages

1 The Writing Process Approach 15

2 Sample Critique Form Questions 32

3 Sample Group-Work Evaluation Form 33

4 Inquiry Chart of Exemplary Examples 37

5

Histogram

of the Students' Achievement in Argumentative Writing

Taught by Using Group Critiques Technique 69

6 Histogram of the Students' Achievement in Argumentative Writing Taught by Using Exemplary Examples Technique 71 7 Histogram of the Students' Achievement in Argumentative Writing

of the Students who Have Introvert Personality 72 8 Histogram of the Students' Achievement in Argumentative Writing

of the Students who Have Extrovert Personality 74 9 Histogram of the Students Achievement in Argumentative Writing

of the Students who Have Introvert Personality Taught by Using

Group Critiques Technique 75

10 Histogram of the Students' Achievement in Argumentative Writing of the Students who Have Extrovert Personality Taught by Using

Group Critiques Technique 77

ll Histogram of the Students' Achievement in Argumentative Writing of the Students who Have Introvert Personality Taught by Using

Exemplary Examples Technique 78

12 Histogram of the Students' Achievement in Argumentative Writing of the Students who Have Extrovert Personality Taught by Using

Exemplary Examples Technique 80

13 The Interaction between Teaching Techniques and Personality

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APPENDICES

A.

Writing Test

B. Scoring System of the Argumentative Writing Test

C.

Th~

Reliability of Writing Test

D.

The

Students' Personality Questionnaire Indicators

E. Questionnaire of Student's Personality

F. The Validity of Questionnaire

G. The Reliability of Questionnaire

H.

The

Procedure of the Treatment

in

the Two Groups

I.

Descriptive Statistics of Data

J. The Normality Test

K.

The Data of the Homogeneity Test

L. The Data Tabulation of All Classes

M. Hypotheses Testing by Using Two Way ANOVA

N. Scheffe Test

0. Introvert

&

Extrovert in

Group

Critiques Technique

P. Introvert

&

Extrovert

in

Exemplary Examples Technique

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CHAPTER I

INTRODUCI'ION

1.1.

The

Ba~kground

of the Study

Writing is a critical component of humanity's story. Today, approximately 85% of the world's population writes (Swedlow, 1999). Once used primarily for

record-keeping, writing is now critical to communication and learning, as well as self-expression (Graham, 2006). Harris et al (2009) state that students who

struggle significantly with writing, and adults who cannot or will not engage in

writing, are

at

a terrible disadvantage in today's world. By the upper elementary

grades, writing becomes a critical tool both for learning and for showing what one

knows.

Writing is critical to gathering, refining, extending, preserving, and transmitting information SI).d understandings; making ideas readily available for consideration, evaluation, and future discourse; fostering the examination of

unexamined assumptions and creating cognitive disequilibrium that spurs

learning; and promoting personal development (Graham, 2006). Students who do

not write well cannot draw on its power to support and extend learning and

development, and adults with inadequate writing skills can face significant

barriers in further education and employment. It means difficulties with writing

can result students' failure to realize their educational, occupational, or personal

2

Therefore, the university students should have a good skill in writing.

However, in reality,

their

skill in writing is still low. This can be proven by the

fact that the result of the final semester score is about 66.05 in avemge. In detail, the data of mean score of the students' examination result in Muslim Nusantam

University Medan 2009/2010 can be seen as the following table 1:

Table 1 Final Semester Data of Students' Examination Result in Muslim Nusantara University Medan 2009/2010

Language Mean score of each class

No Mean

skill

II-A

II-B

II-C

_11-D

I. Listening 69.77 70.25 67.83 64.81 68.15 2. Speaking 80.33 68.37 72.29 74.48 73.86

3. Reading 72.13 77.24 76.77 73.80 73.74 4. Writing 66.78 65.67 69.23 62.54 66.05

(Source: the final semester data of students' examination result in Muslim Nusantam University Medan 2009/201 0).

Based

on those data, it is clear that writing score is not satisfying in which it f

shows that students find writing difficult.

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Langan (2005: 13) says, "For almost everyone, competent writing comes from plain

hard work

-from determination, sweat, and head-on battle." Most of

the research

literature

recognizes this difficulty is caused by the complexity of

writing (Urquhart and Mciver, 2005: 6). The complexity of writing encountered

by students involves the level skills of planning and organizing as well as the level

skills of spelling, punctuation, word choice, grammar, and usage. Scardamalia &

Bereiter (1986) have identified five areas of competence as particularly difficult in

[image:16.517.49.477.54.472.2]

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compositions. (c) formulation of goals and higher-level plans, (d) quickly and

efficiently executing the mechanical aspects of writing, and (e) revising text and

reformulating goals. In addition, students in universities frequently demonstrate a

deteriorating attitude toward writing, ~ven though most students begin university with a positive attitude toward composing. It

is

no doubt that those difficulties and

problems make

students

fail to write.

Students' failure in writing is contrary to curriculum expectations issued

by Muslim Nusantara University. The curriculum expects that students are able to write various

genres

such as narrative, argumentative, descriptive, expository

writing, etc. Therefore, there must be several attempts in teaching and learning

writing to solve the gap

between

students' failure and curriculum expectation in.

order to succeed students' learning achievement in writing.

There are many factors that can cause the low achievement in writing, namely internal and external factots. The internal factors are intelligence,

motivation, including personality. The external factors are material, environment,

parents, including teaching techniques. Teaching technique is essential to improve

the students' achievement in writing because teaching technique offers practical suggestions to make learners more active participants in their language learning,

and to make lecturers more sensitive to learner diversity and learning difficulties

(K.umaravadivelu, 2006: 37).

Based on the previous explanation, the improvement of students' learning

achievement in writing can be affected by the use of teaching techniques.

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strategem, or contrivance

used

to accomplish an

immediate

objective".

In

addition, Brown (2000: 16) states that technique is any of a wide variety of exercises, activities, or ta.<lks

used

in the language classroom for realizing lesson

objectives. It means

teaching

techniques c:an

realize

the learning objective of

writing

based

on the

curriculum.

Some research have found that writing teaching

technique is effective

to

make students' writing

better,

for instance, as what

Sa:friyantinur

(2008)

has

found

that

the application of small group work technique

in teaching writing is effective

to

make students' writing achievement better.

There are many teaching techniques

used to

improve students' learning

achievement in writing.

And

this study concerns on two techniques called group critiques and exemplary examples techniques. Urquhart and Mciver (2005: 1~8)

explain that group critiques are small group works that help to develop small

work-group

skills, organize and direct the activity of the group, and build

students' ability

to

provide helpful co~ents while analyzing and critiquing others' papers. Group critiques can help students' draft to be better through critique done by group

and

the critique can be the guidance for them to revise and

edit their drafts and produce a final product of writing. In other words, the students' writing achievement improves through critiques done by the group.

The other technique, exemplary examples are devices for helping show

students writers what their final products should or should not (Urquhart and Mciver, 2005: 149). Writing devices in this case are previously published writing

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products enjoyable and easy to read or objectionable and difficult to read. When the analysis is complete.

students

should have been ready to complete their writing assignments through the analysis of exemplary examples.

Those techniques can be applied in any content area of writing genre, but

this study applies those techniques in argumentative writing genre. Knapp and

Watkins (2005: 187) define argumentative writing as a writing that involves

reasoning. evaluation, and persuasion. The genre of arguing is an important and

influential language process. essential for dealing with many aspects of university

knowledge

and

effective social participation. That is why argumentative writing is

chosen as the skill studied here. Besides. argumentative writing is one of the

importantly

used

genres across

all

of the learning areas and one of the competences that should be achieved in curriculum of Muslim Nusantara University.

Besides teaching techniques, students' WI:iting achievement can be also

affected by internal factors namely, motivation, style (cognitive style and personal

style or personality), and anxiety (Kellogg, 1994: 98). Based on the nature of argumentative writing that expresses opinion and gives reasons for a particular

point of view personally, this study concerns with personal style or personality

particularly introvert and extrovert on students' writing achievement because

personality mediates thinking and writing skill.

Eysenck (1971) describes introvert-extrovert as the degree to which a

person is outgoing and interactive with other people. These behavioral differences

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Introvert

tends

to avoid social situations in an effort to keep such arousal to a

minimum,

whereas extrovert seeks excitement and social activity in an effort to heighten their arousal level. The introvert focuses on the subjective inner world,

whereas

the extrovert looks to the objective external

world.

Therefore, it is said

that

introvert is better in writing

than

that of extrovert. It is

because

introvert is

a

subjective, sensing, thinking,

and

judging type of person who is the valuable characteristics of

good writer.

Based on the previous explanation,

there

is an interest to conduct a

..

research on the effect of group critiques technique and exemplary examples technique and students' personality on students' achievement in argumentative writing.

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1.2.

The Problems ofthe

Study

In line with the background of the study, the pro):>lems ofthe study can be

formulated as

the

following:

1. Do group critiques and exemplary examples techniques significantly affect students' achievement in argumentative writing?

2. Does personality significantly

affect

students' achievement in argumentative

writing?

'" 3. Is there any interaction between teaching techniques and students' personality

to the students' achievement in argumentative writing?

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1.3. The Objeetives of the Study

This study

aims at

investigating

whether group

critiques and exemplary

examples techniques significantly affect students' achievement in argwnentative

writing; investigating whether personality significantly affects students'

achievement in argumentative writing; investigating whether there is any

interaction between teaching techniques and personality

to

the students' achievement in argumentative writing.

1.4. The Seope of the Study

There are many techniques

to

make writing achievement successful;

however, this study is

limited

to group critiques technique and exemplary

examples technique on the students' writing achievement. This study is also

limited

to

the students' personality, particularly introvert and extrovert on

students' writing achievement. The writing genre observed~ this study focuses

on argumentative writing which is one of the importantly used genres across all of the learning areas and one of the competences that should be achieved in curriculum of Muslim Nusantara University. The limitation also occurs in the

interaction between the group critiques technique and exemplary examples

technique and students' personality

to

the students' achievement in argumentative

\

.

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1.5.

The

Signifieanees

of the

Study

This study is expected

to

provide useful

information.

which may have

practical as well as theoretical values for both lecturers and students.

Theoretically, this study

adds

what

has been found

in

the

area of teaching

writing

in

foreign language. It also gives a lot of positive contribution

to

the improvement

of lecturers' professionalism and the educational institution.

And practically, the result of this study informs Eng) ish language lecturers

in

their

attempts

to

decide

the

best technique to improve students'

writing

achievement. Students can also take benefit from

being

taught by the techniques

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CHAPTERV

CONCLUSIONS AND SUGGESTIONS

5.1.

Conclusions

Based on the data analysis and testing hypotheses, it can be concluded

that:

1. Group critiques and exemplary examples techniques significantly affect

students' achievement in argumentative writing.

2. Students' personality significantly affects students' achievement in

argumentative writing.

3. There is an interaction between group critiques and exemplary examples

techniques and students' personality to the students' achievement in

argumentative writing.

5.2.

Suggestions

In line with the conclusions drawn, it is suggested that:

1. Group critiques and exemplary examples techniques be applied to improve

students' achievement in argumentative writing;

2. Group critiques technique be applied to have a more promising way to

improve students' achievement in argumentative writing;

3. English lecturers should pay more attention to the students' personality for the

98

4. The students who have introvert personality should

be taught

by using

exemplary examples technique and the students who have extrovert

·.

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Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy.

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Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practices. New York: Longman.

Coffin, Caroline et al. 2003. Teaching Academic Writing: A Toolkit for Higher Education. London: Routledge.

Delpit, L. 1995. Other People's Children: Cultural Conflict in the Classroom. New York: The New Press.

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Eysenck, H. J., & Eysenck, M. W. 1975. Manual of the Eysenck Personality Questionnaire. San Diego: Educational and Industrial Testing Service.

Fulwiler, Toby.

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Glassman, William E.

& Hadad,

Marilyn. 2009.

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Berkshire:

McGraw-Hill Education.

Graham,

S. 2006. Writing. In P. Alexander & P. Winne (Eds.). Handbook of Educational Psychology

(pp.

457-478). Mahwah, NJ:

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Graham, S., et al. 1991. Writing

and

Writing Instruction for Students with Learning Disabilities: Review of

a

Research

Program.

Learning Disability Quarterly, 14

(pp.

89-114).

Grow, Gemld. (1987, Winter). "Teaching Writing through Negative Examples," Journal ofTeaching Writing.

Harris, K.R. et al.

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Heaton, J.B. 1990. Writing English Language Tests. London: Longman.

Hollingworth, H. L. 1929. Vocational Psychology and Character Analysis. New

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Huff, R. & Kline, C. 1987. The Contemporary Writing Curriculum: Rehearsing, Composing, and Valuing. New York: Lecturers College Press.

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Kellogg, RoQald T. 1994. The Psychology of Writing. New York: Oxford University

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Knapp, Peter and Watkins, Megan. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University of New South

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Kumaravadivelu. B. 2006. Understanding Language Teaching: From Method to Postmethod.

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