THE EFFECT OF GUIDED WRITING STRATEGY AND STUDENTS’ ACHIEVEMENT MOTIVATION ON STUDENTS’ WRITING COMPETENCY

Abstract

Abstract

This study aimed at investigating whether the implementation of guided writing strategy and the students’ achievement motivation gave a significant effect to the students’ writing competency. This was an experimental research which applied 2 x 2 factorial design. The population was 6 classes (134 students) of grade X in SMAN 1 Sukasada in the academic year 2012/2013. The samples were 4 classes which were choosen by using Random Sampling and were divided into two groups, i.e. experimental group and control group. The research data were analyzed by using Statistical Two-Way ANOVA and Tukey Test. The result shows that, first, there was a significant difference on the students’ writing competency between the students who were taught by using guided writing strategy and conventional writing strategy. Second, there was a significant interactional effect on the students’ writing competency between the strategies applied and the students’ achievement motivation. Third, there was a significant difference on the students’ writing competency between the students who had high achievement motivation when they were taught by using guided writing strategy and conventional strategy. Fourth, there was a significant difference between the students’ writing competency of the students who had low achievement motivation when they were taught by using guided writing strategy and conventional strategy.

Keywords: achievement motivation, guided writing strategy, writing competency.