Tri Buce J. Banu, 0203513077 (2016) THE EFFECTIVENESS OF COLLABORATIVE THINK-WRITE-PAIR-SHARE COMPARED TO PEER-EDITING STRATEGY FOR TEACHING DESCRIPTIVE TEXT WRITING TO STUDENTS OF HIGH AND LOW SELF-EFFICACY. Masters thesis, Universitas Negeri Semarang.

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Abstract

The process of writing has become priority in EFL teaching and Learning and requires valuable ways to help learners gain progress. This study aimed at knowing the effectiveness of Think-Write-Pair-Share compared to Peer-editing as colaborative writing strategies used to boost students’ descriptive writing achievement and seeing the interactional effect between the strategies and students’ self-efficacy toward their writing achievement. To realize the purpose of this study, quantitative approach was applied to two groups pretest and posttest of 2x2 factorial design. There were 28 students of the fourth semester of English Department of STKIP Soe in the academic year of 2014/2015 participated in this study. The study applied some instruments like self-efficacy statements, test and observation checklist. In general, the statistical analysis using Paired Sample t test revealed that there was significant improvement on students’ writing achievement after learning using TWPS and Peer-editing strategy. Both high and low efficacy students experienced significant improvement in writing after learning using TWPS strategy. Meanwhile, another analysis using Independent Sample t test, the high and low self-efficacy students of TWPS group got better achievement compared to those in Peer-editing. Besides the results above, the analysis using ANOVA test revealed interactional effect between teaching strategies and self-efficacy toward writing achievement of students’ with high self-efficacy. While, the students with low self-efficacy were greatly influenced by the strategies. Shortly, both teaching strategies are effective to improve students’ writing achievement although TWPS is better than Peer-editing strategy.

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