By:
I.G.A. Lokita Purnamika Utami
Email: lokita.purnamika@yahoo.com
Jurusan Pendidikan Bahasa Inggris,
Fakultas Bahasa dan Seni
Universitas Pendidikan Ganesha
Jalan A.Yani no 67,
Singaraja-Bali-Indonesia
Abstract:
The topic of this study is the interactional effect
between peer assesment and achievement motivation
on students’ writing achievement. This
topic is significantly related with some researches on peer assessment and
achievement motivation which are to be said may improve students’ writing
achievement. The study specifically investigated whether (1) there was a
significant difference on students writing achievement when they were treated
by using peer assessment and conventional assessment; and whether (2) there was any interaction between the application of
peer assessment and students’ achievement motivation in
improving the students’ writing achievement. The study was an experimental study with Posttest Only
Control Group Design. The population
were 140 students who
took writing II course. From the population 60 students were used as sample
which were assigned into two groups, i.e. experimental group and control group,
by multi
stage sampling technique. The research
used two data-collection instruments i.e. the writing test and the scale of
achievement motivation in studying English. The data were analyzed by using
descriptive statistic and inferential statistic i.e. two ways ANOVA. The result of the analysis are; first, there was a significant difference between the writing achievement of the
students whose writings were assessed by using peer assessment and the students whose writing were
assessed by using conventional assessment. Second,
there was an interaction between the application of peer assessment and students’ achievement motivation in improving the students’ writing achievement.
Keywords: achievement
motivation, peer assessment, writing achievement
Get the full paper here: Lokita's full paper
