USING THINK-TALK-WRITE: ENHANCING STUDENTS’ GRAMMAR MASTERY VIEWED FROM SELF-CONFIDENCE (An Experimental Research to the Third Semester Students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in theAcademic Year of 2014/2015)

MEGA, IFUL RAHMAWATI (2015) USING THINK-TALK-WRITE: ENHANCING STUDENTS’ GRAMMAR MASTERY VIEWED FROM SELF-CONFIDENCE (An Experimental Research to the Third Semester Students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in theAcademic Year of 2014/2015). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    The research aims at revealing whether: (1) Think-Talk-Writeis more effective than Lecturing method to teach grammar; (2) the students with high level of self-confidence have better grammar mastery than those with low level of self-confidence; and (3) there is an interaction between the teaching methods and students’ level of self-confidence in teaching grammar. This experimental research was carried out at the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the academic year of 2014/2015. The population is all of the third semester students of English Education Department of Veteran Bangun Nusantara University Sukoharjo Sukoharjo in the academic year of 2014/2015. The sample was taken by using cluster random sampling technique and it yields two classes:class B as the experimental group and class C as the control group in which each consists of 30 students for the sample of the study. The experimental group was treated by using Think-Talk-Write (TTW) method; while the control group was treated by using lecturing method.The instruments used to collect the data are a test on grammar mastery and a questionnaire on self-confidence. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test. The result of data analysis shows that: (1) Think-Talk-Write differs significantly from Lecturing Method to teach grammar because Fo> Ft and qo (between A1 and A2) > qt and TTW is more effective than Lecturing Method to teach grammar because the mean of A1> A2; (2) students having high self-confidence differ significantly from those having low self-confidence because Fo> Ft and qo (between B1 and B2) > qt and the students having high self-confidence have better grammar mastery than the students having low self-confidence because the mean of B1> B2; and (3) there is an interaction between teaching methods and students‘ level of self-confidence in teaching grammar because Fo> Ft. In addition, the result of Tukey test shows that: (a) for the students having high self-confidence, TTW differs significantly from Lecturing Method to teach grammar because qo (between A1B1 and A2B1)> qt and TTW is more effective than Lecturing Method to teach grammar because the mean of A1B1> A2B1; and also (b) for the students having low self-confidence, Lecturing Method does not differ significantly from TTWto teach grammar because qo (between A1B2 and A2B2) < qt. Based on the above findings, it can be concluded that Think-Talk-Write is an effective method to teach grammar, students having high self-confidence have better grammar mastery, and there is an interaction between teaching method and students’ level of self-confidence in teaching grammar for the third semester students of the English Education Department ofVeteran Bangun Nusantara University Sukoharjo in the Academic Year of 2014/2015. Key words:Think-Talk-Write, Lecturing Method.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    P Language and Literature > PE English
    Divisions: Pasca Sarjana
    Pasca Sarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Boby Anggit Suryawan
    Date Deposited: 02 Sep 2015 14:55
    Last Modified: 02 Sep 2015 14:55
    URI: https://eprints.uns.ac.id/id/eprint/17516

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