The effect of text genre multiliteracy learning models and learning motivation on inspirational story writing learning outcomes of ninth graders at SMP negeri 1 Kwandang

Abstract

This research is aimed at analyzing (1) different effects of the uses of text genre multiliteracy and conventional learning models on inspirational story writing learning outcomes of ninth graders SMP Negeri 1 Kwandang and (2) the effect of interaction between the text genre multiliteracy learning model and learning motivation on inspirational story writing learning outcomes of ninth graders SMP Negeri 1 Kwandang. This experimental research used a 2 × 2 factorial design. Instruments to measure motivation and learning outcomes were questionnaires and a competency test, respectively. The data analysis technique was two-way ANOVA. Results demonstrated (1) significantly different effects between text genre multiliteracy and conventional learning models on inspirational story writing learning outcomes at a p-value of 0.000 < 0.05. The group using the text genre multiliteracy learning model scored higher (better) compared to that using a conventional one at a mean difference of 10.7 and (2) a significant effect of interaction between the text genre multiliteracy learning model and learning motivation on inspirational story writing learning outcomes at a p-value of 0.014 < 0.05.