The Effect of Guided Questions and Students’ Motivation towards Writing Ability

Abstract

The objectives of this study were to find whether: (1) there is significant difference in
writing achievement between the students who are taught using guided questions
technique and conventional method; (2) there is significant difference in average score
between high motivated students and low motivated students who are taught using
guided questions and conventional method; (3) and there is an interaction effect of
techniques and students’ motivation in writing ability. This research was conducted at
SMPN 1 Sekayu. Sample of this research was 70 students of the eighth grade students
(35 students were as experimental group and 35 students were as control group). The
method of the research was a factorial design. The data were collected through the test
and questionnaire and were analyzed by using independent sample t-test and two-way
ANOVA. The finding showed that: (1) there was significant difference in writing
achievement between the students taught using guided questions; (2) there was
significant difference between in average score between high motivated students taught
using guided questions and conventional method; (3) there was no significant difference
in average score between low motivated students taught using guided questions and
conventional method; (4) there was no significant difference between high and low
motivated students who taught using guided questions; (5) there was no significant
difference in average score between high motivated students and low motivated students
taught using conventional method; (6) and there was no an interaction effect of
techniques and students’ motivation in writing ability.