Cholifah, Maria (2021) The effects of strategic planning and initiated topics on efl learners' argumentative writing / Maria Cholifah. Doctoral thesis, Universitas Negeri Malang.
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SUMMARY Cholifah Maria. 2021. The Effects of Strategic Planning and Initiated Topics on EFL Learners rsquo Argumentative Writing. Dissertation. English Language Education Graduate Program State University of Malang. Advisors (1) Prof. Dr. Hj. Nur Mukminatien M.Pd. (2) Dr. Mirjam Anugerahwati MA. (3) Dr. Niamika El Khoiri S.Pd. MA. Key words Strategic Planning Initiated topic Argumentative Writing Aiming at investigating the effects of strategic planning and initiated topics on EFL learners rsquo argumentative writing this research was directed to answer four research questions. Firstly do the learners taught by using guided strategic planning with student-initiated topic perform better in writing than those taught by using guided strategic planning with teacher-initiated topic Secondly do the learners taught by using unguided strategic planning with student-initiated topic perform better in writing than those taught by using unguided strategic planning with teacher-initiated topic Thirdly do the learners taught by using guided strategic planning with student-initiated topic perform better in writing than those taught by using unguided strategic planning with student-initiated topic Last do the learners taught by using guided strategic planning with teacher-initiated topic perform better in writing than those taught by using unguided strategic planning with teacher-initiated topic To answer the research questions a quasi-experimental post-test only was used. This study investigated the argumentative writing of the 109 English Education Department students in the fourth semester in PGRI Kanjuruhan University of Malang in the academic year 2019/2020. The instrument used in this study is a test of writing an argumentative writing. The data analysis uses t-test for independent sample in the aspects of writing such as organization logic language and content. In relation to the hypothesis testing number 1 the group taught by using guided strategic planning with student-initiated topic performed at a significantly higher level (means 88.13 p .000) than guided strategic planning with teacher-initiated topic group (means 69.98 p .000). Meanwhile in relation to the hypothesis testing number 2 the learners who were taught by using unguided strategic planning with student-initiated topic have better argumentative writing (means 78.34 p .000) than those taught by using unguided strategic planning with teacher-initiated topic (means 57.21 p .000). Then in relation to the hypothesis number 3 that the learners taught by using guided strategic planning with student-initiated topic performed better (means 88.13 p .000) than those who were taught by using unguided strategic planning with student-initiated topic (means 78 34 p .000). The last in relation to the hypothesis number 4 the learners taught by using guided strategic planning with teacher-initiated topic (means 69.98 p .000) was better than the argumentative writing of the learners taught by using unguided strategic planning with teacher-initiated topic (means 57.21 p .000). Therefore the results of the study show that the hypotheses in Chapter I can be accepted. In conclusion guiding learners in writing can works well when the learners cannot get ideas and develop them into a composition. Even though being given guidance in writing in the form of guided strategic planning the learners need the internal preparation to get ideas which means they should be familiar with the topic. It is recommended for the teachers to use this strategy as one of the references in teaching writing since guided strategic planning and student-initiated topic facilitate the learners to have better performance and stimulate the writing activities. There is a great chance that the provision of planning and initiated topics in the writing test will enable the learners to produce a better performance of composition.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 18 Jan 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/263324 |
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