The Effects of Offline Track Changes Peer-Review and Achievement Motivation on Writing Competency of the Tenth Grade Students of SMAN 1 Ubud in the Academic Year 2021/2022

Abstract

Abstrak-Penelitian eksperimental bertujuan untuk mengetahui pengaruh Offline Track Changes Peer-Review dan motivasi berprestasi terhadap kompetensi menulis siswa kelas sepuluh di SMAN 1 UBUD. Ada dua variabel yang diuji. Variabel independen adalah Offline Track Changes Peer-Review dan variabel moderator adalah motivasi berprestasi. Variabel terikat adalah kompetensi menulis. Posttest only control group design dengan pengaturan faktorial 2x2 diberikan dalam penelitian ini. Populasi meliputi delapan kelas dari kelas sepuluh dan hanya empat kelas yang diambil sebagai sampel dengan jumlah 131 siswa. Pengumpulan data dilakukan dengan menggunakan rubrik penulisan analitik, angket motivasi berprestasi dan catatan anekdot. Analisis data dilakukan dengan uji ANOVA dua arah dan uji Tukey. Hasil penelitian menunjukkan: (1) terdapat pengaruh yang signifikan dari Offline Track Changes Peer-Review terhadap kompetensi menulis siswa, (2) terdapat pengaruh interaksional antara Offline Track Changes Peer-Review dan motivasi berprestasi siswa terhadap kompetensi menulis siswa , (3) ada perbedaan yang signifikan kompetensi menulis antara siswa bermotivasi prestasi tinggi yang diajar dengan Offline Track Changes Peer-Review dan siswa bermotivasi prestasi tinggi yang diajar dengan strategi konvensional, dan (4) ada perbedaan yang signifikan kompetensi menulis antara siswa yang berprestasi rendah siswa yang termotivasi diajar dengan Offline Track Changes Peer-Review dan siswa dengan motivasi berprestasi rendah diajar dengan strategi konvensional.
 
 Kata kunci: motivasi berprestasi; offline peer-review using track changes; kompetensi menulis.
 
 Abstract-This experimental study investigated the effect of Offline Track Changes Peer-Review and achievement motivation toward students’ writing competency of the tenth grade at SMAN 1 UBUD. There were two variables examined. The independent variable was Offline Track Changes Peer-Review and moderator variable was achievement motivation. Dependent variable was writing competency. Posttest only control group design with 2x2 factorial arrangement was administered in this study. The population covered eight classes of the tenth grade and only four classes were taken as sample with 131 students. The data were collected using analytical writing rubric, achievement motivation questionnaire and anecdotal notes. Two way ANOVA and Tukey test were administered to analyze the data. The result shows: (1) there was a significant effect of Offline Track Changes Peer-Review on students’ writing competency, (2) there was an interactional effect between Offline Track Changes Peer-Review and students’ achievement motivation on students’ writing competency, (3) there was a significant difference of writing competency between high achievement motivated students taught by Offline Track Changes Peer-Review and high achievement motivated students taught by conventional strategy, and (4) there was a significant difference of writing competency between low achievement motivated students taught by Offline Track Changes Peer-Review and low achievement motivated students taught by conventional strategy.
 
 Keywords: achievement motivation; offline peer-review using track changes; writing competency.