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)

Lestari, Sri (2013) 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). Masters thesis, Universitas Sebelas Maret.

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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,

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    Divisions: Pasca Sarjana > Magister
    Depositing User: Prima Adi Pradana
    Date Deposited: 19 Apr 2014 05:56
    Last Modified: 19 Apr 2014 05:56
    URI: https://eprints.uns.ac.id/id/eprint/12172

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