The effectiveness of self-regulated strategy development to teach writing viewed from students’ creativity (An Experimental Study in the Third Semester Students of English Department IKIP PGRI Madiun in the Academic Year of 2012/2013)

Oleh :
Samsul Arifin - S891108095 - Sekolah Pascasarjana

The research is aimed at finding out whether: (1) Self-Regulated Strategy Development is more effective than Collaborative Writing to teach writing; (2) The students having high creativity have better writing skill than those having low creativity; and (3) there is an interaction between teaching strategies and students’ creativity in teaching writing. The research was an experimental study conducted at the third semester students of English Department of IKIP PGRI Madiun in the academic year of 2012/2013, starting from October 2012 to June 2013. The population was the third semester students of English Department of IKIP PGRI Madiun in the academic year of 2012/2013 which consisted of 7 classes with the total of 207 students. The samples were two classes namely experimental class which was taught using Self- Regulated Strategy Development and control class which was taught using Collaborative Writing. To find out the sample, a cluster random sampling technique was implemented. Each class was divided into two groups of which each consisted of students having high creativity and those having low creativity. To gain the data, two instruments were used namely writing test to find out the score of students’ writing and creativity test to find out the score of students’ creativity. The two instruments were, firstly, tried out to get readable instruction. The data were, then, analysed by using Multifactor Analysis of variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. There are some research findings that can be taken: (1) Self-Regulated Strategy Development is more effective than collaborative writing to teach argumentative essay writing; (2) The students having high creativity have better writing skill than those having low creativity; and (3) There is an interaction between teaching strategies and students’ creativity in teaching writing. Based on the results of the research, it implies that Self-Regulated Strategy Development is an effective strategy for teaching writing to the third semester students of English Department IKIP PGRI Madiun. Therefore it is recommended that; (1) it is better for lecturers to implement Self-Regulated Strategy Development in the teaching of argumentative essay; (2) it is better for lecturers to implement Self-Regulated Strategy Development to accomodate students’ creativity; and (3) it is better to use the finding of this research as a literatural refference for other researches with different sample and different psychological aspect. Keywords: Self-Regulated Strategy Development, Collaborative Writing, creativity, experimental study.