The Effect of Six Thinking Hats Strategy and Writing Self-Efficacy toward Students’ Essay Writing Ability at Students of STKIP PGRI West Sumatera

Writing is a difficult skill for the students especially writing an essay. Most of the students often judge themselve that they cannot write well because of some difficulties that they found when writing process. The purpose of this research was to find out the effect of Six Thinking Hats strategy and Writing Self– Efficacy toward students’ writing ability of essay writing. This research was quasi-experimental research with factorial design 2 x 2. The population of this research was the third semester students of English department at STKIP PGRI West Sumatera who were registered in 2014/2015 academic year which consist of five classes. Two classes were randomly selected as sample, namely 14 B as experimental class and 14 A as control class. To collect the data, the researcher used essay writing test and writing self– efficacy questionnaire. The data were analyzed by using SPSS 16 to calculate T-test and Two Way ANOVA. The result shows that: 1) the students who were taught by using STH strategy have better writing ability of essay writing than the students who were taught by using Expanding Sentence strategy. 2) The students with high writing self– efficacy taught by using STH strategy have better writing ability of essay writing than the students with high writing self– efficacy taught by using Expanding Sentence strategy. 3) The students with low writing self– efficacy taught by using STH strategy have better writing ability of essay writing than the students with low writing self– efficacy taught by using Expanding Sentence strategy. 4) There is no interaction between strategy used and students’ writing self– efficacy on students’ writing ability of essay writing. Based on the finding, it was concluded that, STH strategy can be used as teaching strategy in teaching writing ability of essay writing at STKIP PGRI West Sumatera