Ida Yulianawati, 0201614014 (2021) THE EFFECTIVENESS OF REFLECTIVE LEARNING PORTFOLIO AND DIALOGUE JOURNAL WRITING IN IMPROVING THE WRITING ABILITY OF THE UNDERGRADUATE STUDENTS WITH DIFFERENT SELF-ESTEEM. Doctoral thesis, UNNES.

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Abstract

Writing is an essential language skill critical to academic success in teaching English as a foreign language and has become widely researched worldwide in the past few decades. Hence, identifying writing techniques to help students improve their writing ability needs to be considered by educators. The main objectives of this study are to explain: 1) the effectiveness of Reflective Learning Portfolio and Dialogue Journal on the writing ability of students with different self-esteem, and 2) the implementation of Reflective Learning Portfolio and Dialogue Journal Writing for teaching writing. This study implemented mixed method. The writer used sequential explanatory strategy since it often appeals with strong quantitative learning. A quantitative method was employed to answer first eight research questions. Specifically, a quasi-experimental design was used in the research. The quasi-experimental design was carried out through factorial design 2x2. A factorial design was employed to explore some of the salient qualities of the effectiveness of dialogue journal writing and reflective learning portfolio on English as second language learners' writing ability with different self-esteem. Meanwhile, a qualitative method was employed to answer the ninth research question. The research was conducted in the English Department of Wiralodra University, Indramayu West Java. Two classes were selected purposively to receive either RLP or DJW technique. A questionnaire for students' self-esteem and writing tests were utilized to collect the data. The finding of the study showed that 1) Reflective Learning Portfolio is effective in improving the writing ability of the students with high self-esteem. It means that reflective learning portfolio could improve significantly high self-esteem students’ essay writing ability. 2) The Reflective Learning Portfolio is effective in improving the writing ability of the students with low self-esteem. 3) Dialogue Journal Writing is effective in improving the writing ability of the students with high self-esteem. 4) Dialogue Journal Writing is effective in improving the writing ability of the students with low self-esteem. 5) There is a significant difference in the effectiveness of using the RLP compared to DJW to teach writing to students with high self-esteem. In other words, RLP is more effective in teaching writing to students with high self-esteem. 6) There is a significant difference of the effectiveness of Dialogue Journal Writing on students' writing ability between undergraduate students with high self-esteem and those with low self-esteem. 7) There is a significant difference in the writing ability of undergraduate students taught by using Reflective Learning Portfolio than those taught by using Dialogue Journal Writing. 8) There is no interaction between Reflective Learning Portfolio and Dialogue Journal Writing in students’ writing ability. 9) The data from classroom observation and field notes revealed that the implementation of RLP and DJW fulfilled the students’ need in writing classroom. Moreover, the study suggests that implementing writing techniques requires teachers’ understanding and willingness to undertake and develop their role as facilitators in the learning environment

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