DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Students’ Writing Performances across Different Prompt Topic Scopes: General, Personal, and Field-Discipline.

Dyah Ayu Nugraheni

Abstrak


ABSTRAK

 

Nugraheni, Dyah Ayu. 2016. Students’ Writing Performances across Different Prompt Topic Scopes: General, Personal, and Field-Discipline. Thesis. English Language Teaching, Graduate Program of State University of Malang. Advisors: (I) Prof. Dr. Hj. Nur Mukminatien, M.Pd (II) Prof. Mohammad Adnan Latief, M.A., Ph.D.

 

Keywords: writing performance, writing prompt, general topic, personal topic, field-discipline topic

Considering the issue on how to design a good writing task related to the subject matter on giving different topic scopes, this study aimed at comparing the students’ writing performances across general, personal, and field-discipline topic as writing prompts. The study also investigated the students’ perceptions toward those three different topic scopes. 

This study was an ex post facto or causal comparative design that used the same individuals in one group. The subjects were 31 undergraduate students of non-English major, accounting students who were taking English as general course at Kanjuruhan University chosen by using cluster random sampling. The students’ writing performance scores were collected by three writing tests each using general, personal, and field-discipline topics. Students’ perceptions toward the three topics were gained from a questionnaire after doing the tests. A parametric statistical test; Repeated Measure ANOVA was used to analyze the data since there was only one group under three different conditions and it fulfilled the statistical assumptions that the data were normal, homogeneous, and linear.

The findings showed that there was no significant difference (p-value = .873) in students’ writing performances across general, personal, and field-discipline topics. It indicates that the students who are still in basic level perform similar writing under three different topic scopes. From the questionnaire, the students felt the most difficult topics were respectively from general topic, field-discipline topic, then personal topic. Related to the topic familiarity and topic preferred, the personal topic was the most familiar and the most preferred topic for the students. The findings from the questionnaire do not really match with the students’ writing performances since most of the students thought that the personal topic was the easiest, the most familiar, and the most preferred topic; but they could not perform best on it as shown that there was no significant difference in students writing performances across those three different topics. It can be inferred that the variation of writing prompts could not differ a lot the students’ writing performance at basic level due to their ability to write a good essay.

Based on the findings of this study, several suggestions are addressed to English teachers/lecturers and further researchers. For English teachers/lecturers, it is suggested that they can consider making a variation of giving writing prompts in the case of subject matter based on the students’ background knowledge and level of proficiency to elicit better writing performance. The variation of giving writing prompts can be from the kinds of topic scopes, prompt wording, and prompt choice. A writing prompt must be a clear instruction, unambiguous words, relates to students’ background knowledge and be accessible to all of them. Future researchers who want to conduct the similar study about the subject matter in designing a writing task might focus on the other variables, such as giving different topic scopes on students’ with different cognitive learning style or personal learning style. They can also use the other variation of subject matter such as prompt wording or prompt choice with those different variables with a different subject of study or different research design.