REFLECTIVE JOURNALS AS SELF-ASSESSMENT TO PROMOTE STUDENTS’ WRITING SKILL

Abstract

This research is experimental research with a 2x2 factorial design. In this study, theresearcher took students of two classes as a sample of the research, one for the experimentalgroup (EG) and the control group (CG). There were 32 students in each experimental andcontrol class, so the total sample was 64 students. Both of these classes were considered tohave English knowledge and writing skill at the same level. The samples of the experimentgroup taught by using a reflective journal and the control class taught by using the traditionalwriting method. And all these samples are viewed from students’ motivation. The sample wasobtained by implementing a cluster random sampling technique. Each class was divided intotwo groups each of which consisted of 16 high motivation students and 16 low motivationstudents. the researcher used Multifactor Analysis of Variance (ANOVA) 2x2 to know theeffects of the independent variables Reflective Journals and traditional writing method andattributive variable (Students’ Motivation) toward the dependent variable (Writing skill). Andthe research result reveals as follows; (1) Reflective Journals is more effective thantraditional writing method to promote students’ writing. (2) Students have high motivationhave better writing skill than those low motivation students. (3) There is an interactionbetween teaching assessment and students’ motivation to teach writing.