The Effects of Computer-Based Peer Review and Achievement Motivation on The Tenth Grader’s Writing Competency  

Oleh:

Putra, Inyoman Adi Jaya ; Sucipto, I. Wayan

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 335-345.
Topik: computer-based; peer review; writing competency
Fulltext: hal 335.pdf (10.99MB)

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This study aims at finding out whether or not: (1) there is a significant effect of computer-based peer reviewon the students’ writing competency, (2) there is an interactional effect between computer-based peer review and achievement motivation on the students’ writing competency, (3) there is a significant difference of writing competency between high achievement motivated students taught by using computer-based peer review and high achievement motivated students taught by using conventional strategy, and (4) there is significant difference of writing competency between low achievement motivated students taught by using computer-based peer review and low achievement motivated students taught by implementing conventional strategy. The subjects of the study were the tenth grade students of SMAN 1 UBUD in the academic year 2013/2014. Random sampling technique was used to gain a total number of 131 students as the samples. The design of this study was a 2x2 factorial design.The instruments for collecting data were writing competency test and achievement motivation questionnaire. The data analysis was conducted quantitatively by using two-way Anova, and was continued with post-hoc testing of Tukey test. The findings of the study showed the followings. (1) There was a significant different effect between computerbased peer review and conventional strategy on students‘writing competency. The students’ writing competency treated by using computer-based peer review was better than the students treated by using conventional strategy. (2) There wasa significant interactional effect between teaching strategy (computer-based peer review and conventional strategy) and the students’ achievement motivation towards the students’ writing competency. (3) There wasa significant difference in the writing competency between high achievement-motivated students’ treated by implementing computer-based peer review and high achievement-motivated student treated by using conventional strategy. High achievement-motivated students’ treated withcomputer-based peer review achieved better than high achievementmotivated students treated with conventional strategy. (4) There wasa significant difference in the writing competency between low achievementmotivated students’ treated by computer-based peer review and low achievement-motivated students’ treated by conventional strategy. Low achievement-motivated students’ treated by computer-based peer review achieved better than low achievement-motivated students treated by conventional strategy.

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