THE EFFECT OF TEACHING STRATEGIES AND STUDENTS MOTIVATION ON STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH

The objectives of quasi experimental research were to: (1)discover whether the students achievement in writing descriptive paragraph taught by Picture Word Inductive Model (PWIM) strategy significantly higher than that taught by Peer Review (PR), (2) to find out whether the students achievement in writing descriptive paragraph of the students with high motivation was higher than that students achievement in writing descriptive paragraph of the students with low motivation, and(3) to examine whether there was any interaction between teaching strategies and students motivation on the students achievement in writing descriptive paragraph. The population was all students of Grade VII Private Junior High School (Sekolah Menengah Pertama: SMP Swasta) Dwi Tunggal Tanjung Morawa consisting of 96 students and 30 students were as sample through Cluster Random Sampling technique, namely Grade VII. They were divided into two groups; the first group was taught by PWIM and the second group by PR. The method was Factorial Design 2x2. Before conducting the treatment, the sample was given the questionnaire to discover their motivation level. Achievement test used to test the research hypothesis was first tried out to know the difficulty, validity, and reliability of the test. The techniques of data analysis used were descriptive and inferential statistics. The research hypothesis was tested by using Two Way ANOVA that had been tried out, i.e. normality using Lilleofors Test and Homogeneity using Barlet. The results show that (1) the students achievement in writing descriptive paragraph taught by PWIM (X= 83.00) was higher than that taught by PR (X =65.60) with F observed> F table(22.75 > 3.92) , (2) the students achievement with high motivation ( X= 69.17) was higher than that of students with low motivation (X= 50.35) with F observed> F table(4.47 > 3.92), and (3) there was an interaction between the teaching strategies and students motivation on students achievement in writing descriptive paragraph, with F observed> F table (9.97 > 3.92). The conclusion is that the students with high motivation to learn got better achievement if they were taught by PWIM whereas the students with low motivation to learn got better achievement if they were taught by PR. This implies that English teachers should be trained to apply the different strategies in the instructional process and understand the students learning motivation. Thus by understanding those aspects, the students achievement in writing descriptive paragraph can be achieved successfully.