ABSTRACT
This study aims to verify whether: (1) A blog-based writing medium is more
effective than a diary to teach writing on recount text; (2) The students with high
motivation have better writing skill than those having low motivation; and (3) There
is an interaction between teaching media and students’ motivation in teaching
writing.
This quasi-experimental study was conducted to the tenth grade students of SMA
Negeri 2 Bantul, Yogyakarta in the academic year of 2015/2016. There were seven
classes which consist of 184 students. To get the sample, the cluster random sampling
was implemented. The sample was two classes labeled as the experimental class
which was taught using a blog-based writing medium and the control class which was
taught using a diary. Each class was initially divided into two groups according to the
level of motivation: high and low groups. The groups were categorized by analyzing
the result of the motivation questionnaire. To collect the data, a writing test was
administered. The data were analyzed by using Multifactor Analysis of Variance
(ANOVA) 2x2 and Tukey test. Before conducting the ANOVA test, normality and
homogeneity tests were administered as the prerequisite test.
The findings of the research show that: (1) a blog-based writing medium is more
effective than a diary to teach writing on recount text (2) The students with high
motivation have better writing skill than those having low motivation; and (3) There
is an interaction between teaching media and students’ motivation in teaching
writing.
The research findings imply that a blog-based writing medium is considered as
the more effective medium compared to a diary. The students with high motivation in
learning are more suitable to apply the blog-based writing medium and those who
have low motivation are recommended to apply a diary.
Keywords: a blog-based writing medium, a diary, motivation, quasi-experimental,
writing skills
