THE EFFECTIVENESS OF POWER (Plan, Organize, Write, Edit and Revise) STRATEGY TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY (An Experimental Study at SMA Al-Abidin Bilingual Boarding School in Academic Year of 2016/2017)

ISTIANAH, TIA NUR (2017) THE EFFECTIVENESS OF POWER (Plan, Organize, Write, Edit and Revise) STRATEGY TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY (An Experimental Study at SMA Al-Abidin Bilingual Boarding School in Academic Year of 2016/2017). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    Tia Nur Istianah. S891508046. 2016. The Effectiveness of POWER (Plan, Organize, Write, Edit, and Revise) Strategy to Teach Writing viewed from Students’ Creativity (An Experimental Study at SMA Al-Abidin Bilingual Boarding School in the Academic Year of 2016/2017). A Thesis. First Consultant: Dr. Ngadiso, M.Pd; Second Consultant: Dr. Suparno, M.Pd. English Education Department, Graduate School, Sebelas Maret University. The main objective of this research is to know whether: (1) POWER is more effective than guided writing to teach writing to the tenth grade students of SMA Al-Abidin Bilingual Boarding School; (2) the students having high creativity have better writing skill than those having low creativity for the tenth grade students of SMA Al-Abidin Bilingual Boarding School; and (3) there is an interaction between teaching strategies used to teach writing and students’ creativity for the tenth grade students of SMA Al-Abidin Bilingual Boarding School. This experimental research was conducted at SMA Al-Abidin Bilingual Boarding School in the Academic Year of 2016/2017. The sampling used in this research was cluster random sampling. The sample of this research was 52 students including 26 students of experimental class and 26 students of control class. Each class was divided into high and low levels of creativity. To collect the data, there were two instruments used in this research namely writing test and verbal creativity test. Writing test was used to find out students’ writing skill, while verbal creativity was conducted to know students’ creativity levels. After treatment was given to both classes in eight meetings, the researcher conducted post test of writing test to get the data. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey test. Based on the summary of multifactor analysis of variance, it can be concluded that: (1) POWER strategy is more effective than guided writing to teach writing; (2) students having high creativity have better writing skill than those having low creativity; and (3) there is an interaction between teaching strategies and creativity to teach writing. It means that the use of POWER strategy is effective to teach writing for the tenth grade students of SMA Al-Abidin Bilingual Boarding School. Therefore, it is recommended for the English teacher to apply POWER strategy in writing activity, to promote an effective teaching writing skill. The students are suggested to apply POWER strategy in writing so that they can achieve the most optimum writing skill. For other researchers who intend to conduct similar research about the effectiveness of POWER strategy to teach writing, the result of this research can be useful as an additional reference. Keywords: POWER strategy, Guided Writing, writing skill, creativity

    Item Type: Thesis (Masters)
    Subjects: P Language and Literature > PE English
    Divisions: Pasca Sarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Kuni Nur Aini
    Date Deposited: 30 Mar 2017 13:30
    Last Modified: 30 Mar 2017 13:30
    URI: https://eprints.uns.ac.id/id/eprint/32859

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