(American Psychological Association)

CHAPTER I
INTRODUCTION
1.1 Background of the Study
1.2 Problem Formulation
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Scope of the Study
1.6 Operational Definitions
 CHAPTER II
REVIEW OF LITERATURE
2.1 Competence-based Curriculum
2.1.1 Communicative Competence
2.1.2 Standard Competence of English in SMA
2.1.2.1 Basic Competence of Writing in SMA
2.1.2.2 Writing Materials
2.1.2.3 Organizing Materials of Writing
2.2 Approaches in Teaching Writing
2.2.1 Process Approach in Teaching Writing
2.2.2 Product Approach in Teaching Writing
2.3 Techniques of Teaching Writing
2.3.1 Techniques of Teaching Writing in the Product Approach
2.3.2 Techniques of Teaching Writing in the Process Approach
2.3.2.1 Prewriting
2.3.2.2 Drafting
2.3.2.3 Revising
2.3.2.4 Editing
2.4 L2 Educators Ideas on the Techniques in Teaching Writing
2.5 Assessment in Writing
2.5.1 Process Assessment
2.5.2 Product Assessment
 CHAPTER III
RESEARCH METHODS

3.1 Research Design (what, reasons, steps to conduct

research)
3.2 Research Area (where, how, reasons)
3.3 Research Subjects (who, how, reasons)
3.4 Research Instrument
- what data, what instruments used, procedures for
developing instrument, validity and reliability, data
collection procedure, data collectors, schedule.
3.5 Data Analysis
What kinds of statistical analysis employed, provide
reasons and steps
 CHAPTER III
RESEARCH METHODS

3.1 Research Design

3.2 Population and Sample
3.3 Data Collection
a. Research Data
b. Research Instrument
3.4 Data Analysis
 CHAPTER III
RESEARCH METHODOLOGY

3.1 Research Design

3.2 Data
3.3 Sources of Data
3.4 Trustworthiness of Data
3.5 Instruments
3.6 Data Collection Procedures
3.7 Data analysis
 CHAPTER IV
RESULTS AND DISCUSSION

4.1 Data Display

4.2 Describe the Results of Observation
4.3 Describe the Results of Tests
 Results
 This chapter deals with the findings of the
research, backed up with the supporting data
 The results section should contain no discussion
or interpretation of the findings.
 Just give me facts.
 Describe the statistical tests used to
analyze the data.
 Describe the results of those tests in

mathematical terms.
 Some supervisors will also want to see

some discussion as well.

 Results
DATA DESCRIPTION
 The important findings of the research variables

 Statistical formula and the counting process is

placed in Appendix
 The results section should contain no discussion or

interpretation of the findings.

 Just give me facts.

 Describe the statistical tests used to analyze the

data
 Describe the findings in the forms of statistical

figures, table, graph. They are not automatically

communicative. These still need explanation.
Hypothesis verification
Write the research hypothesis and null
hypothesis, followed by the results of
verification and concise explanation
respectively. The explanation is limited on
the interpretation of statistical figures
obtained from the statistical computation.
 To test whether two groups of score
are significantly different, the chi-
square test of distribution is applied.
The result of computation shows that
the obtained value of x2 is 8.000, the
critical value with 5% significance
level (df1) is 5.991. As the obtained
value of x2 exceeds the critical value (8.000 > 5.991), It is
concluded that there is s significant difference in the adoption of
teaching technique in writing among three groups. The chi-square
test result can be read in Appendix 9.
 General Writing
 Writing is a process. A GOOD thesis is
NOT completed with 1 or 2 drafts!!
 Step 1: Planning, organizing information
 Step 2: Write, Read, Edit
 Step 3: Write, Read, Edit
 Step 4: Write, Read, Edit
 Step N: Write, Read, Edit
 Repeat these steps several times, then give it
to your supervisor, and then repeat AGAIN.
 General Writing
 Write as though you are submitting it for
publication (which may actually happen).
 Spelling and grammar are important.
 E.g., behaviour
 Use complete sentences.
 Make sure the verb agrees in number (i.e.,
singular or plural) with its subject, regardless of
intervening phrases.
 E.g. The percentage of correct responses, as well as
the speed of the responses, increases with practice.
 General Writing
 Do not use contractions.
 E.g., rather than don’t, can’t, or shouldn’t,
use do not, can not, and should not.
 Use the possessive correctly.
 E.g., its, not it's; your, not you're.
 Use the past tense when
discussing studies conducted in the past.
 E.g., First-year university students were
recruited to participate in the study.
 General Writing
 Avoid the passive voice (‘to be’ versions of verbs).
It is a wordy and weak style.
Passive: Studies have been conducted to …
Active: Smith (2006) conducted a study…
 Avoid wordiness in any form. Do
not use 10 words, when 5 will suffice.
 E.g., drop the phrase "in order to" – it's just filler.
 Avoid using colloquialisms, and melodramatic,
judgmental, or inflammatory language – this is
science, not a soapbox. Slang is also not
appropriate.
 General Writing
 Try to avoid using the first person,
singular or plural. Occasional use is
not prohibited if it avoids a stilted style.
 Do not try to sound smart by
using big words or
long complicated sentences. Keep your
writing simple. Trying to write smart just
reads stupid.
 General Writing
 Do not put information, other than
citations, in parentheses. Brackets imply
the information is not important – if it is
worth saying at all, then work it into
the text.
 Do not use "since" when you mean
"because." They are not synonyms.
“Since” requires the passage of time.
 General Writing
 Keep the use of direct quotations to a
minimum. Paraphrase as much as you
possibly can.
 Punctuation goes within the quotation marks.
 Page number must be included with the
citation.
 General Writing
 Use punctuation marks correctly
 Periods and commas are the main forms of
punctuation.
 Periods (full stops) are used to end
sentences and as part of some abbreviations
(et al.).
 Keep the use of exclamation (!) and
question marks (?) to a minimum.
 General Writing
 The proper uses of a comma are:
1. to indicate a slight pause in a sentence
2. to mark off additional information which is not
essential to the meaning, but adds something
extra
3. to mark off phrases beginning with, for example,
'when', 'if', 'after', 'unless', 'although'
4. when there is an incomplete verb at the start of
the sentence or phrase
5. joining two independent clauses separated by a
conjunction (such as "and" and "but")
6. separating items in a list
 General Writing
 The proper uses of a colon are:
1. following a grammatically complete introductory clause where
the final phrase or clause emphasizes the preceding idea, or
consists of a list. If the clause following the colon is a
complete sentence, it begins with a capital letter.
E.g., There are three countries I wish to visit: New Zealand,
Australia, and Peru.
My mother gave me one good piece of advice: It is a waste
time and energy to worry about things that cannot be changed.
2. in ratios and proportions.
E.g., The probability of rolling snake-eyes is 1:36.
3. in references, between the place of publication and the
publisher.
E.g., Toronto, ON: Oxford University Press Canada
 General Writing
 The proper uses of a semi-colons are:
1. to link independent clauses not joined by a coordinating
conjunction, and only if those independent clauses are closely
related. Each clause must be a complete sentence (i.e. a
period could replace the semi-colon and still make sense).
2. to separate items in a list, but only if those items contain an
internal comma (a semi-colon never precedes a list – that is
the job of a colon).
3. to join two independent clauses separated by a conjunctive
adverb (accordingly, consequently, hence, however,
moreover, otherwise, therefore, and thus).
 General Writing
 Commonly misused words
 ‘Affect’ as a verb, means to influence; as a
noun, it refers to emotional state.
E.g., The medications affect mood, thus allowing
patients show appropriate affect.
 ‘Effect’ as a verb, means to bring about; as a
noun, it refers to a result.
E.g., One effect of elections is to effect a change in
government.
 For more examples, see Northey and Timney
(2005).
 General Writing
 Abbreviations
 Define any abbreviations you will be using.
 E.g., Attention Deficit Hyperactivity Disorder (ADHD) is….
 Other than et al., the use of abbreviations such as
e.g., i.e., etc. should be limited to parentheses. In the
text, write them out in full (e.g., for example).
 Use ‘&’ only in parenthetical citations (Smith & Jones,
2006); use ‘and’ for citations in the text, such as
Smith and Jones (2006)….
 General Writing
 Useful sources about writing:
http://www.uwsp.edu/psych/apa4b.htm
http://www.arts.uottawa.ca/writcent/hypergrammar
American Psychological Association. (2001). Publication
manual of the American Psychological Association (5th
ed.). Washington, DC: American Psychological
Association.
Northey, M., & Timney, B. (2005). Making sense: A
student’s guide to research and writing. Toronto, ON:
Oxford University Press Canada.
Truss, L. (2003). Eats, shoots and leaves. Toronto, ON:
Penguin Books Canada, Ltd.
 APA Format
 General Format
 Use a 12 pt font (10 characters per inch).
E.g., Times New Roman
 Margins should be 1 inch.
 Every page (including the Title and Reference
pages) has a header consisting of the first 2
or 3 words of the title, and a page number
next to the header.
http://www.uwsp.edu/psych/apa4b.htm#A1
 APA Format
 Title Page
 Running Head: TITLE
 Title, Student’s name, Nipissing University

 Example

http://www.uwsp.edu/psych/apa4b.htm#A1
 APA Format
 Abstract
 Check with your supervisor to find out if you should
include an abstract with non-empirical theses.
 It should consist of a single (double-spaced)
paragraph in block format (i.e., do not use
indentation).
 Provide a brief, comprehensive summary of the study
including a description of the problem being
investigated, the methods used, the results, and their
implications.
 Do not include information that is not in the body of
the manuscript.
 Limit the abstract to a 120 word maximum.
 Avoid citing references in the abstract.
 APA Format

 Text pages
 The title of your paper should appear,
centred, at top of the first page of text (p3
with an abstract; p2 if no abstract).
 Each page should be double-spaced and left-
justified only.
 The first line of each paragraph should be
indented. Do not put gaps between
paragraphs.
 APA Format
 Subtitles are centred, in mixed-case
(Abstract, Methods, Results, Discussion,
References)
 Secondary titles (such as in Methods section)
are left-justified, and in italics.
 Abstract and References are on separate
pages from the main body of the paper, so
the section titles are centred at the top of
their respective pages.
 APA Format
 In-text citations take the following formats:
 Smith and Jones (2006)…
 … (Smith & Jones, 2006).
 … (Flynn, Saari, Stange, Weeks & Chow, 2006).
 … (Flynn, et al., 2006).
 … (Flynn, 2004; Saari, 2000; Weeks, 2006).
 Within a paragraph, you need only include the
year with the 1st citation; with each new
paragraph, include the year again.
 APA Format
 References Page
 The section title is centred at the top of the page,
and is written in mixed case.
 The basic article format is:

Lastname, S. H., Lastname, J. D., & Lastname, B. S.

(2006). Article title in mixed case: Only first words
are capitalized. Journal Title in Italics, 33 (2), 340-
399.
 An example page can be found at:

http://www.uwsp.edu/psych/apa4b.htm#A3
 APA Format
 References Page
 List a maximum of 6 authors. The reference when
more than 6 authors looks looks like:
Flynn, D.  Saari, M., Stange, K., Weeks, A., Murphy,
D., Curwen, T., et al.(2006). Article title. Journal
Title, 3 (2), 23-32.
 The first & subsequent citations looks like this:
Flynn et al. (2006)…
…(Flynn et al., 2006).
That is all