Descriptive Text Writing: Peer Response Strategy and Students’ Learning Motivation

Putra Pratama; Nurfisi Arriyani

doi:10.24853/elif.4.1.81-88

Descriptive Text Writing: Peer Response Strategy and Students’ Learning Motivation

Putra Pratama, Nurfisi Arriyani

Abstract

This quantitative study research is aimed to find out whether or not (1) peer-response strategy gives a significant impact on descriptive text-ability of the students with high and low motivation; and (2) peer-response strategy and students’ motivation gave interaction effect on the students’ descriptive text writing. 2 classes of 10^th grade consisting of 30 students each were selected through cluster random sampling as the sample which then being determined to become groups of experimental and control. Both pre-and post-tests of descriptive text writing and a questionnaire to measure students’ motivation in learning were used as the instruments in collecting the data. The statistical analysis of t-test and two-way ANOVA hence used to analyze the data. The findings of this study revealed that: (1) peer-response strategy significantly influence descriptive text-ability of the students either with high or low motivation in which p-output of 0.000 was lower than mean significant difference at the level of 5% (0.05), and (2) the calculation result of p-output which reached the value of 0.142 (higher than significant difference at the level of 5%) showed that there was no interaction effect of peer-response strategy and motivation on students’ descriptive text writing. Thus, this research study concluded that peer-response strategy gave a significant effect on the descriptive text writing ability of the students with both high and low motivation in learning.

Keywords

Descriptive Text Writing; Motivation; Peer-Response Strategy

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References

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DOI: https://doi.org/10.24853/elif.4.1.81-88