Abstract:
This study aims to (1) explore the difference in argumentative writing outcomes among students with
high learning motivation taught using mastery learning strategy compared to expository strategy; (2)
investigate the difference in argumentative writing outcomes among students with low learning
motivation taught using mastery learning strategy versus expository strategy; (3) analyze the
interaction between mastery learning strategy and students' learning motivation on argumentative
writing outcomes.
Conducted at SMK Negeri 5 Mauk, Tangerang Regency, Banten Province, during the 2010-2011
academic year, the research included 160 11th-grade students majoring in Computer Engineering. The
study selected a sample of 48 students using a gradual random sampling method. Data collection
involved questionnaires to assess learning motivation, validated through the Person Product Moment
formula, and reliability evaluated using Cronbach's Alpha. Out of 40 questionnaire items, 30 were
deemed valid with a reliability coefficient of 0.915. Additionally, a writing test assessed argumentative
writing outcomes, with 30 out of 40 items showing good validity and a reliability coefficient of 0.9625.
These research findings hold significant implications for educational policy development, particularly
concerning the enhancement of students' learning outcomes. |
