ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL … · English Department, IKIP PGRI Madiun in the academic year of 2012/2013. The experimental research was conducted in IKIP PGRI Madiun.

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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

SEBELAS MARET UNIVERSITY

2013


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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 self-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-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.

Keywords: Paper Seminar technique, Peer Editing Technique, Self-Actualization,

Argumentatve Essay, Experimental Research,


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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

Sri Lestari


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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,

Syamsul A, Tri W, thanks for our togetherness.


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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

Sri Lestari


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Motto

Whatever you vividly imagine, ardently desire, sincerely believe, and

enthusiastically act upon must inevitably come to pass

(Paul J.Meyer)


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TABLE OF CONTENTS

COVER PAGE ................................................................................................ i

ABSTRACT .................................................................................................... ii

APPROVAL PAGE …………………………………………………......… . iii

LEGITIMATION OF BOARD EXAMINERS…………………………… .. iv

PRONOUNCEMENT………………………………………………………. v

DEDICATION …………………………………………………… ............... vi

ACKNOWLEDGEMENT……………………………………………… ...... vii

MOTTO………………………………………………… .............................. viii

TABLE OF CONTENT ……………………………………………..…….. . ix

LIST OF TABLES ……………………………………………………. ........ xii

LIST OF FIGURES……………………………………………….. .............. xiii

LIST OF APPENDICES……………………………………………………. xiv

CHAPTER I INTRODUCTION

A. Background of the Study .................................................... 1

B. Problem Identification ........................................................ 6

C. Problem Limitation ............................................................ 7

D. Problem Statement ............................................................. 7

E. Objective of the Study ....................................................... 8

F. Benefits of the Study ........................................................ 8

CHAPTER II LITERATURE REVIEW

A. Theoritical Description ...................................................... 10

1. Writing ........................................................................ 10

a. Definition of Writing.............................................. 10

b. Writing Skills......................................................... 12

c. Difficulties of Writing Skill................................... 14

d. Scoring Rubrics of Writing.................................... 15

e. Process of Writing................................................. 18


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2. Essay ............................................................................ 22

a. Notion of Essay..................................................... 22

b. Structures of Essay.................................................. 23

c. Kinds of Essay........................................................ 23

d. Argumentative Essay.............................................. 24

3. Paper Seminar Technique ……………. ...................... 28

a. Definition of Paper Seminar .................................. 28

b. The Goal of Paper Seminar ....................................

30

c. The Role of Teacher and Students in the Paper

Seminar................................................................... 30

d. Procedures in Paper Seminar.................................. 31

e. The Strength of Paper Seminar............................... 31

f. The Weaknesses of Paper Seminar........................ 32

4. Peer Editing Technique................................................ 32

a. Definition of Peer Editing....................................... 32

b. Procedures of Peer Editing..................................... 33

c. The Strength of Peer Editing.................................. 34

d. The Weaknesses of Peer Editing............................ 36

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

c. Notion of Self-Actualization................................... 42


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d. Criteria of Self-Actualization................................. 47

B. Review of Relevant Studies ................................................ 49

C. Rationale ............................................................................ 53

D. Hypothesis ......................................................................... 58

CHAPTER III RESEARCH METHODOLOGY

A. Research Method ............................................................... 59

B. Context of the Research ..................................................... 60

C. Profile of Writing Class ...................................................... 61

D. Population, Sample, and Sampling .................................... 63

E. Technique of Collecting Data ............................................ 64

1. Writing Test ................................................................ 65

2. Questionnaire .............................................................. 68

E. Technique of Analyzing Data ............................................ 70

1. Hypothesis Testing ..................................................... 70

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

2. The Data of Writing Test of Experiment Class that is

Taught by Using Peer Editing (A2) ............................. 80

3. The Data of Writing Test of the Students Having

High Self-Actualization (B1) ....................................... 81


Low Self-Actualization (B2) ....................................... 82


High Self-Actualization Who are Taught by Using

Paper Seminar (A1B1) ............................................... 83


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High Self-Actualization Who are Taught by Using

Peer Editing (A2B1) ................................................... 84


Low Self-Actualization Who are Taught by Using

Paper Seminar (A1B2) ............................................... 85


Low Self-Actualization Who are Taught by Using

Peer Editing (A2B2) ................................................... 86

C. Normality and Homogeneity Test ..................................... 87

1. Normality Test ............................................................ 87

2. Homogeneity Test ...................................................... 88

D. Hypothesis Test ................................................................. 89

1. Summary of 2x2 Multifactor of Variance .................. 89

2. Summary of Tukey Test ............................................. 91

E. Discussion ......................................................................... 93

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

APPENDICES .............................................................................................. 107


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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 4.8. 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

Table 4.13. Tukey Test ................................................................................... 89


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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 4.6. Frequency Distribution of Data A1B2 .......................................... 83


Table 4.8. Frequency Distribution of Data A2B2 ........................................... 85


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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

Appendix 18. Tukey Test ............................................................................... 347

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL … · English Department, IKIP PGRI Madiun in the academic year of 2012/2013. The experimental research was conducted in IKIP PGRI Madiun.

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