Fachri Ali, 0203513039 (2016) THE EFFECT OF PERSUASIVE WRITING ORGANIZER AND DICTOGLOSS STRATEGIES FOR TEACHING ANALYTICAL EXPOSITION TEXT WRITING TO STUDENTS WITH HIGH AND LOW ANXIETY. Masters thesis, Pascasarjana.

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Abstract

This current study was aimed at exploring the effect of persuasive writing organizer and Dictogloss strategies for teaching analytical exposition text writing to students with high and low anxiety and explaining whether there was significant interaction among teaching strategies, writing skill, and students’ anxiety. This study was an experimental research with a 2 x 2 factorial design. The first experimental group consisted of 25 students while the second experimental group comprised 24 students. This study employed two instruments of data collection, including an adapted-translated questionnaire of the Second Language Writing Anxiety Inventory (SLWAI) and tests (pre-test and post-test). Respectively, the results of the present study have revealed that firstly, there was significant effect of persuasive writing organizer strategy for teaching analytical exposition text writing to students with high (the sig. value was 0.010 < 0.05) and low anxiety (the sig. value was 0.000 < 0.05). Secondly, there was significant effect of Dictogloss strategy for teaching analytical exposition text writing to students with high (the sig. value was 0.000 < 0.05) and low anxiety (the sig. value was 0.006 < 0.05). Thirdly, there was no significant difference between the two strategies when they were used for teaching analytical exposition text writing to both students with high and low anxiety (the sig. value was 0.527 > 0.05). Fourthly, there was no significant influence of students’ anxiety levels on their skill of analytical exposition text writing when they were taught by using both teaching strategies (the sig. value was 0.113 > 0.05). Fifthly, there was no significant interaction among teaching strategies, writing skill, and students’ anxiety (the sig. value was 0.904 > 0.05). Based on the results, it is evident that persuasive writing organizer and Dictogloss strategies gave better effect for teaching analytical exposition text writing to students with high and low anxiety. Meanwhile, persuasive writing organizer strategy was not significantly more effective than Dictogloss strategy for teaching analytical exposition text writing to both students with high and low anxiety. Likewise, students with high and low anxiety had better influence on their skill of analytical exposition text writing when they were treated with both teaching strategies. Additionally, students’ anxiety did not play a significant role in determining the students’ skill of analytical exposition text writing after giving the treatment.

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