This research aims to describe whether: (1) Paired writing method is more effective than Guided writing method to teach writing to the Eighth grade of SMP Muhammadiyah Boarding School in the Academic Year of 2013/2014; (2) the students who have high self-efficacy have better writing skill than those who have low self-efficacy of the eighth grade of that school; and (3) there is an interaction between teaching methods and self-efficacy to teach writing to the eighth grade of that school.
This experimental study was conducted at SMP Muhammadiyah Boarding School Yogyakarta in the Academic year of 203/2014. The population in this research is the eighth grade students of that school. The total number of population is 144 students coming from four classes. The samples are 8C as the experimental class and 8D as the control class in which each consists of 36 students. Each class was divided into two groups (the students who have high and low self-efficacy). The data were collected using writing test and self-efficacy questionnaire. Then, the data were analyzed by using Multifactor analysis of variance ANOVA 2x2 and Tukey test.
The research findings revealed that : (1) Paired writing method is more effective than Guided writing method to teach writing; (2) the students who have high self-efficacy have better writing skill than those who have low self-efficacy; and (3) there is an interaction between teaching methods and self-efficacy in teaching writing.
Finally, it can be inferred that Paired writing method is an effective method to teach writing for the eighth grade and the students having high self-efficacy have better writing skill than those having low self-efficacy. Furthermore, the effectiveness of Paired writing method is affected by the level of students’ self-efficacy. Hopefully, the research findings can be used as a reference for other researchers in the future research and it contributes in developing teaching and learning writing.
Keywords: Paired Writing Method, Guided Writing Method, self-efficacy, experimental study