THE EFFECTIVENESS OF PROCESS-GENRE APPROACH IN TEACHING WRITING VIEWED FROM STUDENTS’ SELF-ESTEEM An Experimental Research on the GradeEleven Students of SMA Regina Pacis Surakarta in theAcademic Year of 2013/2014
A THESIS Presented as a Partial Fulfilment of Requirement for the Graduate Degree in English Education
By: MARIA MONIKA WAHYU UTAMI S891208024
ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY SURAKARTA 2015
APPROVAL
THE EFFECTIVENESS OF PROCESS-GENRE APPROACH IN TEACHING WRITING VIEWED FROM STUDENTS’ SELF ESTEEM (An Experimental Research on the Grade Eleven Students of SMA Regina Pacis Surakarta in the Academic Year of 2013/2014)
Written by: Maria Monika WahyuUtami NIM S891208024
This thesis is approved by the Consultants of Graduate School of English Education of Teacher Training and Education Faculty of Sebelas Maret UniversitySurakarta on11thDecember 2014
First Consultant
Second Consultant
Dr. Ngadiso, M.Pd NIP 196212311988031009
Dra. DewiRochsantiningsih, M.Ed., Ph.D NIP 196009181987022001
Approved by The Head of English Education Department Graduate School of Sebelas Maret University Surakarta
Dr. Abdul Asib, M.Pd NIP 195203071980031005
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LEGITIMATION FROM THE BOARD OF EXAMINERS
THE EFFECTIVENESS OF PROCESS-GENRE APPROACH IN TEACHING WRITING VIEWED FROM STUDENTS’ SELF-ESTEEM (An Experimental Research on the Grade Eleven Students of SMA Regina Pacis Surakarta in the Academic Year of 2013/2014)
By: Maria Monika WahyuUtami NIM S891208024
This thesis was examined by the board of thesis examiners of English Education Department, Graduate School, Teacher Training and EducationFaculty, Sebelas Maret University Surakarta on Thursday, 8th January 2015 Board of Examiners
Signatures
Chairperson
: Dr. Abdul Asib, M.Pd. NIP 195203071980031005
Secretary
: Dr. Sumardi, M.Hum. NIP 197406081999031002
Examiner 1
: Dr. Ngadiso, M.Pd. NIP 196212311988031009
Examiner 2
:Dra. DewiRochsantiningsih, M.Ed., Ph.D NIP 196009181987022001
The Dean of Teacher Training and Education Faculty Sebelas Maret University
Prof. Dr. M. Furqon H., M.Pd. NIP 196007271987021001
The Head of English Education Department
Dr. Abdul Asib, M.Pd. NIP 195203071980031005
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PRONUNCEMENT This is to certify that I myself write this thesis entitled ”The Effectiveness of Process-Genre Approach in Teaching Writing Viewed from Students’ SelfEsteem (An Experimental Research on the Grade Eleven Students of SMA Regina Pacis Surakarta in the Academic Year of 2013/2014). It is not plagiarism or made by others. Anything related to others’ works is written in quotation, the sources of which are listed in the references. If then this pronuncement proves incorrect, I am ready to accept any academic punishment including the withdrawal or cancelation of my academic degree.
Surakarta, 8th January 2015 Writer
Maria Monika Wahyu Utami S891208024
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ABSTRACT Maria Monika WahyuUtami. S891208024. 2014. The Effectiveness of ProcessGenre Approach in Teaching Writing Viewed from Students’ Self-Esteem. Thesis. Consultant 1: Dr. Ngadiso, M.Pd, consultant 2: Dra. DewiRochsantiningsih, M.Ed., Ph.D. English Education Department ofGraduate School of SebelasMaret University. This research was conducted to reveal whether: (1) Process-Genre Approach is more effective than Product Approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; and (3) there is an interaction between teaching approaches and the students’ level of self-esteem in teaching writing. This research was conducted at SMA Regina Pacis Surakarta in the academic year of 2013/2014. This is a quasi experimental research. The population was grade eleven students. The sample was taken by using cluster random sampling and involved two classes with 76 students. The sample consisted of 38 students of experimental class and 38 students of control class. The instruments used to collect the data were questionnaire on self-esteem and writing test. Before the instruments were used, they were tried out in another class in order to find out the validity and reliability of the questionnaire and the readability of writing test. The result of writing test was then analyzed by using descriptive statistics and inferential statistics (ANOVA and Tukey Test) in order to test the research hypothesis. Considering the result of inferential statistics, the research revealed that: (1) process-genre approach is more effective than product approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; (3) and there is an interaction between teaching approaches and the students’ level of self-esteem in teaching writing. As the conclusion, Process-Genre Approach is an effective approach to teach writing for grade eleven students of SMA Regina Pacis Surakarta in the academic year of 2013/2014. Affective factors such as self-esteem may also influence language learning. This affective factor is further closely related to teaching approach because self-esteem affects the students’ belief in their ability to undergo every stage of writing process. Therefore, it is recommended for English teachers to apply certain suitable teaching approach like Process-Genre Approach when teaching writing. This approach can help their students develop their writing skill and raise their self-esteem, which then influences the success of their study. Keywords: process-genre approach, product approach, self-esteem, writing, experimental research.
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ABSTRAK Maria Monika Wahyu Utami. S891208024. 2014. Keefektifan Process-Genre Approach dalam Pengajaran Menulis Ditinjau dari Self-Esteem Siswa. Tesis. Pembimbing 1: Dr. Ngadiso, M.Pd, Pembimbing 2: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Program Studi Pendidikan Bahasa Inggris Program Pasca Sarjana Universitas Sebelas Maret. Penelitian ini dilaksanakan untuk mengetahui bilamana: (1) Process-Genre Approach lebih efektif dibandingkan Product Approach dalam pengajaran menulis; (2) siswa yang memiliki self-esteem yang tinggi memiliki ketrampilan menulis yang lebih baik daripada siswa yang memiliki self-esteem yang rendah; (3) dan ada interaksi antara pendekatan pengajaran dengan tingkat self-esteem yang dimiliki siswadalam pengajaran menulis. Penelitian ini dilaksanakan di SMA Regina Pacis Surakarta pada tahun pelajaran 2013/2014. Penelitian ini merupakan penelitian quasi experimental. Populasinya adalah siswa kelas sebelas. Sampel diambil dengan menggunakan cluster random sampling dan melibatkan dua kelas dengan total siswa 76 siswa. Sampel terdiri dari 38 siswa sebagai kelas eksperimental dan 38 siswa sebagai kelas control. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioner tentang self-esteem dan tes menulis. Sebelum digunakan, instrumen ini diujicobakan di kelas lain untuk mengetahui validitas dan reliabilitas kuesioner dan readabilitas tes menulis. Skor siswa dalam tes menulis kemudian dianalisis dengan statistika deskriptif dan statistika inferensial (ANOVA danTukey Test) untuk menguji hipotesis. Berdasarkan hasil statistika inferensial, penelitian ini mengungkapkan bahwa: (1) Pendekatan Process-Genre lebih efektif dibandingkan Product Approach dalam pengajaran menulis; (2) siswa yang memiliki self-esteem yang tinggi memiliki ketrampilan menulis yang lebih baik dibandingkan dengan siswa yang memiliki self-esteem yang rendah; dan (3) ada interaks iantara pendekatan pengajaran dan tingkat self-esteem siswa dalam pengajaran menulis. Sebagai kesimpulan, Process-Genre Approach adalah pendekatan yang efektif dalam pengajaran menulis bagi siswa kelas XI di SMA Regina Pacis Surakarta pada tahun pelajaran 2013/2014. Faktor afektif atau psikologis seperti self-esteem juga mempengaruhi siswa dalam belajar bahasa.Faktor ini berkaitan pula dengan pendekatan pengajaran karena self-esteem mempengaruhi keyakinan siswa akan kemampuan mereka untuk melalui setiap proses menulis. Oleh karena itu, guru-guru bahasa Inggris disarankan untuk menggunakan pendekatan pengajaran yang sesuai dan salah satunya adalah Process-Genre Approach dalam pengajaran menulis. Pendekatan ini dapat membantu siswa mengembangkan ketrampilan menulis dan meningkatkan self-esteem yang nantinya mempengaruhi keberhasilan mereka dalam proses belajar. Kata kunci: process-genre approach, product approach, self-esteem, menulis, penelitianexperimental.
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MOTTO
I know when we eat and drink and find happiness in all our achievements, this is from God (Ecclesiasts, 3:13)
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DEDICATION
This thesis is dedicated to: My supportive husband, Paulus Tundjung Prakosa, and lovely daughter, Lidwina Janis Maheswari for loving me unconditionally. My beloved late parents, Martinus Karyono and Caecilia Ristiyani, for being inspirational role models in my life
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ACKNOWLEDGEMENT
Glory is for the Heavenly Father who has poured His grace and mercy abundantly on the writer so that she is able to complete this thesis. The writer would also like to express her deepest gratitude to: 1.
The Dean of Teacher Training and Education Faculty of SebelasMaret University, Prof. Dr. M. Furqon Hidayatullah, M.Pd for his permission to write this thesis.
2.
The Director of Graduate School of SebelasMaret University, Prof. Dr. Ir. Ahmad Yunus, MS. for his permission to write and complete this thesis.
3.
The Head of English Education Department of Graduate School, Dr. Abdul Asib, M.Pd for his encouragement to write this thesis.
4.
The first consultant of this thesis, Dr. Ngadiso, M.Pd, and the second consultant, Dra.DewiRochsantiningsih, M.Ed., Ph.D, for being conscientious and patient during the writing process of this thesis.
5.
All lecturers of Graduate School of English Education of SebelasMaret University for their willingness and passion in sharing their valuable knowledge and experiences.
6.
The previous principal of SMA Regina Pacis Surakarta, Sr. Moekti K. Gondokusumo, OSU, M.Ed, who has given the writer opportunity to pursue the graduate degree and the present principal, Dra. Sr. FerdinandaNgao, OSU for her continuous support and encouragement.
7.
All the teachers of SMA Regina Pacis Surakarta who are always willing to help and support the writer in thin and thick times.
8.
All of the grade eleven students who were involved in this research. The writer does hope that this research can benefit and inspire the others
who are interested in language teaching to always love teaching and be innovative in teaching English. Surakarta, 8th January 2015 Maria Monika WahyuUtami
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TABLE OF CONTENT Pages TITLE........................................... ................................................................... APPROVAL........................................... ......................................................... LEGITIMATION............................................................................................ . PRONUNCEMENT......................................................................................... ABSTRACT..................................................................................................... ABSTRAK........................................... ............................................................ MOTTO........................................... ................................................................ DEDICATION........................................... ...................................................... ACKNOWLEDGEMENT ............................................................................... TABLE OF CONTENT ................................................................................... LIST OF TABLES........................................... ................................................ LIST OF FIGURES........................................... .............................................. LIST OF APPENDICES........................................... .......................................
i ii iii iv v vi vii viii ix x xii xiii xiv
CHAPTER I INTRODUCTION.................................................................... A. Background of the Study ................................................ B. Problem Identification ................................................... C. Problem Limitation ......................................................... D. Problem Statements ........................................................ E. Objectives of the study.................................................... F. Significance of the Study ................................................
1 1 6 7 7 7 8
CHAPTER II LITERATUREREVIEW ......................................................... A. Writing............................................................................. 1. Nature of Writing ........................................................ 2. Nature of Writing Skill............................................... 3. Aspects of Writing ..................................................... 4. Characteristics of Good Writing ................................ 5. Difficulties of Writing ................................................ 6. Principles of Teaching Writing …………………… . B. Process-Genre Approach................................................. 1. Nature of Process-Genre Approach ........................... 2. Procedure of Process-Genre Approach ...................... 3. Advantages of Process-Genre Approach.................... 4. Disadvantages of Process-Genre Approach ............... C. Product Approach….… .................................................. 1. Nature of Product Approach ...................................... 2. Procedure of Product Approach ................................. 3. Advantages of Product Approach .............................. 4. Disadvantages of Product Approach .......................... D. Self-Esteem…………………. ........................................ 1. Definition of Self-Esteem ......................................... 2. Factors Influencing Self-Esteem ............................... 3. Characteristics of Self-Esteem ..................................
10 10 10 12 14 15 17 20 22 22 25 32 33 34 34 35 37 38 39 39 42 43
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4. Self-Esteem and Students’ Behaviour in School .. .... Review of Related Studies ............................................. Rationale ………………… ............................................ Hypotheses……………… ..............................................
45 47 52 58
CHAPTER III RESEARCH METHODOLOGY.......................................... A. Context of the Research.. ................................................ 1. Place of the Research ................................................. 2. Time of the Research.. ............................................... B. Method and Design of the Research ............................... C. Population, Sample, and Sampling ................................. D. Technique of Collecting the Data ................................... E. Technique of Analyzing the Data ................................... F. Statistical Hypotheses .....................................................
59 59 59 59 60 62 64 68 73
CHAPTER IV RESEARCH FINDING AND DISCUSSION ...................... A. Implementation of the Research.. ................................... B. Description of the Data.. ................................................. C. Prerequisite Tests ............................................................ 1. Normality Test ............................................................ 2. Homogeneity Test ....................................................... D. Hypothesis Test............................................................... E. Discussion of the Research Finding................................
75 75 77 85 86 86 87 91
CONCLUSION, IMPLICATION, AND SUGGESTION .... A. Conclusion.. .................................................................... B. Implication and Suggestion.............................................
106 106 107
E. F. G.
CHAPTER V
REFERENCES.............................................................................................. ......112 APPENDICES.....................................................................................................116
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LIST OF TABLES Table 2.1 Characteristics of High and Low Self-Esteem .............................. Table 2.2 Teaching Writing Using Process-Genre Approach and Product Approach ...................................................................................... Table 3.1 Time Schedule of the Research ..................................................... Table 3.2 2 x 2 Factorial Design ................................................................... Table 3.3 Likert Scale ................................................................................... Table 3.4 Score of Self-Esteem Questionnaire ............................................ Table 3.5 Scoring Rubric for Writing Test .................................................. Table 3.6 Multifactor Analysis of Variance ANOVA .................................. Table 4.1 Summary of the Implementation of the Research ......................... Table 4.2 Frequency Distribution of Data A1 ............................................... Table 4.3 Frequency Distribution of Data A2 ............................................... Table 4.4 Frequency Distribution of Data B1 ................................................ Table 4.5 Frequency Distribution of Data B2 ................................................ Table 4.6 Frequency Distribution of Data A1B1 ........................................... Table 4.7 Frequency Distribution of Data A2B1 ........................................... Table 4.8 Frequency Distribution of Data A1B2 ........................................... Table 4.9 Frequency Distribution of Data A2B2 ........................................... Table 4.10 Normality Test .............................................................................. Table 4.11 Homogeneity Test ......................................................................... Table 4.12 2x2 Multifactor Analysis of Variance ........................................... Table 4.13 Mean Scores .................................................................................. Table 4.14Summary of Tukey Test .................................................................
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43 54 59 61 65 63 67 72 75 78 79 80 81 82 83 84 85 86 87 87 88 89
LIST OF FIGURES Figure 2.1 Figure 4.1 Figure 4.2 Figure 4.3 Figure 4.4 Figure 4.5 Figure 4.6 Figure 4.7 Figure 4.8
Process-Genre Model of Teaching Writing .................................. Histogram and Polygon of Data A1 ............................................... Histogram and Polygon of Data A2 ............................................... Histogram and Polygon of Data B1 ............................................... Histogram and Polygon of Data B2 ............................................... Histogram and Polygon of Data A1B1 ........................................... Histogram and Polygon of Data A2B1 ........................................... Histogram and Polygon of Data A1B2 ........................................... Histogram and Polygon of Data A2B2 ...........................................
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25 78 79 80 81 82 83 84 85
LIST OF APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11 Appendix 12 Appendix 13 Appendix 14 Appendix 15 Appendix 16 Appendix 17 Appendix 18 Appendix 19 Appendix 20 Appendix 21 Appendix 22 Appendix 23 Appendix 24 Appendix 25 Appendix 26 Appendix 27
Syllabus ................................................................................. Lesson Plans of Experimental Class ................................... Lesson Plans of Control Class .............................................. Blue-print of Self-Esteem Questionnaire .............................. Questionnaire on Self-Esteem....................................... ........ Validity of Questionnaire on Self-Esteem ............................ Reliability of Questionnaire on Self-Esteem ........................ Valid and Reliable Questionnaire on Self-Esteem................ Blue-print of Writing Test .................................................... Readability of Writing Test................................................... Students’ Scores of Self-Esteem ........................................... Writing Scores ...................................................................... Descriptive Statistics............................................................. Normality Test ...................................................................... Homogeneity Test ................................................................. ANOVA ................................................................................ Tukey Test ............................................................................ The Example of Student’s Writing in Experimental Class ... The Example of Student’s Writing in Control Class ............ SuratIjinPenelitian................................................................. SuratKeteranganMelakukanPenelitian .................................. Table of F Distribution.......................................................... Table of Critical Values for the Lilliefors Test ..................... Table of Standard Normal Distribution ................................ Table of Bartlett .................................................................... Table of Critical Values for F Distribution (ANOVA)......... Table of Critical Values for Studentized Range (q)..............
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