THE EFFECT OF TEACHING STRATEGIES AND SELF-EFFICACY ON THE STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.

ABSTRACT

Riza Maharani. 809125017. The Effect of Teaching Strategies and Self-Efficacy on The

Students’Achievement in Writing Narrative Text. A Thesis. English Applied Linguistic Study Program. State University of Medan.2014

The objectives of this study are to examine whether: (1) the students’ achievement in writing narrative text

taught by using PLEASE strategy is higher than that of taught by using Pentad strategy, (2) the students’

achievement in writing narrative with high efficacy is significantly higher than that of with low self-efficacy. (3) there is an interaction between teaching strategies nd self-efficacy to the students’ achievement in writing narrative text. This study is conducted by using experimental research with factorial design 2x2. The population of the study is all students of grade VIII 0f 2013/2014 of SMP Swasta Namira Medan.There are three paralel classes and two classes are chosen as the sample by applying cluster random sampling technique. Each class consists of 35 students. The instrument used for the data collection are questionaire and writing test. The data are analyzed by using two-way ANOVA. The research finding shows that (1) PLEASE and Pentad

Strategy significantly affect students’ achievement in writing narrative text (Sig=0.039<0.05). Students’ achievement in writing narrative text taught by using PLEASE strategy is significantly higher than that of taught by using Pentad strategy (77.71>75.11), (2) the students’ achievement in writing narrative text with high self-efficacy is significantly higher than that of with low self-self-efficacy ( Sig= 0.00 < 0.05). Students’ achievement in writing narrative text taught with high self-efficacy is significantly higher than that of with low self-efficacy (79.16>72.03). (3) ) there is an interaction between teaching strategies and self-efficacy to the students’ achievement in writing narrative text (Sig=0.04<0.05). Thus, teaching strategies and students’ self-efficacy

significantly affect the students’ achievement in writing narrative text. It implies that English Teachers should apply different teaching strategies and pay more attention to the students’ self-efficacy in their attempt to

ABSTRAK

Riza Maharani. 809125017. The Effect of Teaching Strategies and Self-Efficacy on The

Students’Achievement in Writing Narrative Text. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2014

iii

TABLE OF CONTENTS

Pages

TABLE OF CONTENTS i

LIST OF TABLES vi

LIST OF FIGURES vii

LIST OF APPENDICES viii

CHAPTER I: INTRODUCTION 1

1.1. The Background of the Study 1

1.2. The Identification of the Problem 7

1.3. The Problems of the Study 8

1.4. The Objectives of the Study 8

1.5. The Scope of the Study 9

1.6. The Significances of the Study 9

CHAPTER II: REVIEW OF LITERATURE 11

2.1. Theoretical Framework 11

2.1.1. The Students’ Achievement in Writing 11

2.1.2 The Nature of Writing 12

2.1.2.1 The Stages of Writing 14

2.1.2.2 Types of Writing Performance 15

2.1.2.3 The Genres of Writing 16

iv

2.1.2.4.1 The Parts of Narrative Writing 17

2.1.3. Teaching Strategies 19

2.1.3.1. The PLEASE Strategy 23

2.1.3.1.1 The Definition and Principle of PLEASE Strategy 22

2.1.3.1.2 The Design of PLEASE Strategy 25

2.1.3.1.3 The Procedure of PLEASE Strategy 26

2.1.3.1.4 The Strength and Weakness of PLEASE Strategy 27

2.1.3.2 Pentad Strategy 28

2.1.3.2.1 The Definition and Principle of Pentad Strategy 28

2.1.3.2.2 The Design of Pentad Strategy 31

2.1.3.2.3 The Procedure of Pentad Strategy 32

2.1.3.2.4 The Strength and Weakness of Pentad Strategy 33

2.1.4. Self-Efficacy 34

2.2. The Conceptual Framework 37

2.2.1. The Differences between the Students’ Achievement in Writing

Narrative Paragraph Taught by using Pentad Strategy

and Taught by Using PLEASE Strategy 37

2.2.2 The Difference between the Achievement in Writing

Narrative Paragraph of Students with High Self-Efficacy and

that of the Students with Low Self-Efficacy 39

2.2.3 The Interaction between Writing Strategies and Students’

Self-Efficacy on the Students’ Achievement in

v

2.3 Relevance of Study 42

2.4. Hypotheses 43

CHAPTER III: RESEARCH METHOD 44

3.1. Research Design 45

3.2. Population and Sample 45

3.2.1. Population 45

3.2.2. Sample 45

3.3. The Instrument for Collecting the Data 45

3.3.1. Questionnaire of Self-Efficacy 46

3.3.2. Writing Test 47

3.3.2.1. Scoring System of Recount Writing Test 48

3.4. Calibration 48

3.4.1 The Validity of the Questionnaire 49

3.4.2 The Validity of the Writing Test 50

3.4.3 The Reliability of the Questionnaire 51

3.4.4 The Reliability of the Writing Test 51

3.5 The Procedure of the Treatment 52

3.6. Control of the Treatment 53

3.6.1. Internal Validity 53

3.6.2. External Validity 54

3.7 The Technique of Analyzing the Data 55

3.8. Statistical Hypotheses 56

vi 4.1 Researh Findings

4.1.1 Data Description 57

4.1.1.1 The Students’ Achievement in Writing Narrative Text Taught by using PLEASE Strategy 58 4.1.1.2 The Students’ Achievement in Writing Narrative Text Taught by using Pentad Strategy 59

4.1.1.3The Students’ Achievement in Writing Narrative Text with High Self-Efficacy 61

4.1.1.4The Students’ Achievement in Writing Narrative Text with Low Self-Efficacy 63

4.1.1.5The Students’ Achievement in Writing Narrative Text with High Self-Efficacy Taught by Using PLEASE Strategy 65

4.1.1.6The Students’ Achievement in Writing Narrative Text with Low Self-Efficacy Taught by Using PLEASE Strategy 66

4.1.1.7The Students’ Achievement in Writing Narrative Text with High Self-Efficacy Taught by Using Pentad Strategy 68

4.1.1.8The Students’ Achievement in Writing Narrative Text with Low Self-Efficacy Taught by Using Pentad Strategy 70

4.1.2 Requirements of ANOVA 72

4.1.2.1 Testing of Normality 72

4.1.2.2 Testing of Homogeneity 73

4.1.2.2.1 Group of Teaching Strategies 73

vii

4.1. 2.2.3 Group of Interaction 75

4.1. 3 Testing Hypotheses 75

4.1.3.1 Hypotheses 1 75

4.1.3.2 Hypotheses 2 77

4.1.3.3 Hypotheses 3 77

`4.1.4 Research Findings 81

4.5 Discussion 82

4.5.1 The Effect of PLEASE and Pentad Strategies on the

Students’ Achievement in Writing Narrative Text 82

4.5.2 The Effect of Sef-Efficacy on Students’ Achievement

in Writing Narrative Text 83

4.5.3 The interaction between Taching Strategies and

Self-Efficacy on Students’ Achievement in Writing

Narrative Text 84

4.6Limitation of Research 86

CHAPTER V: CONCLUSIONS, IMPLICATIONS AND

SUGGESTIONS 87

5.1 Conclusion 87

5.2 Implications 87

5.3 Suggestions 88

viii

LIST OF TABLES

Tables Pages

Table 1.1 The Mean of Achievement in Writing Narrative of the

Students of SMP Swasta Namira Medan 3

3.1. Factorial Research Design 2x2 42

3.2 The Blue Print of the questionnaire 45

3.3 The Writing Test Indicators 46

3.4 The Number of Valid Test Item 48

3.5 The Reliability of the Questionnaire 49

3.6 The Result of Computation of Inter-ratter Reliability 50

4.1 Summary of Data Description 55

4.2 Frequency Distribution of the Students’ Achievement in Writing

Narrative Text Taught by Using PLEASE Strategy 56

4.3 Frequency Distribution of the Students’ Achievement in Writing

Narrative text Taught by Using Pentad Strategy 57

4.4 Frequency Distribution of the Students’ Achievement in Writing

Narrative Text with High Self-Efficacy 59

4.5 Frequency Distribution of the Students’ Achievement in Writing

Narrative Text With Low Self-Efficacy 60

4.6 Frequency Distribution of the Students’ Achievement in Writing

Narrative Text with High Self-Efficacy Taught by Using

PLEASE Strategy 61

ix

Narrative Text with Low Self-Efficacy Taught by Using

PLEASE Strategy 63

4.8 Frequency Distribution of the Students’ Achievement in Writing

Narrative Text with High Self-Efficacy Taught by Using

Pentad Strategy 64

4.9 Frequency Distribution of the Students’ Achievement in Writing

Narrative Text with Low Self-Efficacy Taught by Using

Pentad Strategy 65

4.10 One sample Kolmogorov Smirnov 66

4.11 Test of Homogeneity Teaching Strategies 68

4.12 Test of Homogeneity Self-Efficacy 68

4.13 Table of Group Interaction 69

4.14 Data description ANOVA 70

x

LIST OF FIGURES

Figures Pages.

4.1 Chart of the students’ achievement in writing

narrative text taught by using PLEASE strategy 57

4.2 Chart of the students’ achievement in writing

narrative text taught by using Pentad strategy 58

4.3 Chart of the students’ achievement in writing

narrative text with high self-efficacy 59

4.4 Chart of the students’ achievement in writing

narrative text with low self-efficacy 60

4.5 Chart of the students’ achievement in writing

narrative text with high self-efficacy taught by using

PLEASE strategy 61

4.6 Chart of the students’ achievement in writing

narrative text with low self-efficacy taught by using

PLEASE strategy 63

4.7 Chart of the students’ achievement in writing

narrative text with high self-efficacy taught by using

Pentad strategy 65

4.8 Chart of the students’ achievement in writing

narrative text with low self-efficacy taught by using

Pentad strategy 66

4.9 The Illustration of Interaction between

xi

LIST OF APPENDICES

Appendices Pages.

Appendix A Self-Efficacy questionnaire 92

Appendix B Scoring System of Narrative text 97

Appendix C The validity of questionnaire 98

Appendix D The reliability of questionnaire 99

Appendix E The reliability of writing test 105

Appendix F Computation of homogeneity test 109

Appendix G Hypotheses Testing By Using Two Way Anova 112

Appendix H Calculation of Scheffe test 114