%0 DATA
%A Yovi, Bathesta
%D 2020
%T Initial Knowledge and Achievement Motivation on the Learning Result of Narrative Essay in English
%U https://mendeley.figshare.com/articles/dataset/Initial_Knowledge_and_Achievement_Motivation_on_the_Learning_Result_of_Narrative_Essay_in_English/12345755
%R 10.17632/3sy5xzbr5g.2
%2 https://mendeley.figshare.com/ndownloader/files/22755770
%2 https://mendeley.figshare.com/ndownloader/files/22755773
%2 https://mendeley.figshare.com/ndownloader/files/22755776
%2 https://mendeley.figshare.com/ndownloader/files/22755779
%K Database
%X The data shows the Learning Results of students by studying the factors of the English Initial Knowledge and English Achievement Motivation in English Narrative Essay Writing measured by using Analytic Rubric and Holistic Rubric.
The research methodology used was a quasi-experiment with 2 x 2 factorial design which consisted of the Initial Knowledge (A) and the Achievement Motivation factors (B) as independent variables, which are dichotomous variables having two levels: 1 and 2. The Learning Results were scored by Analytical Rubric (Y1) and Holistic Rubric (Y2) as dependent variables. The analysis of the research is by 1) Descriptive Statistics & Test (Test for Equality of Means) and 2) Multivariate Analysis of Variance with 1% level of significance. The population is the first semester students of Academic Year 2014-2015 of The London School of Public Relations, Jakarta while the samples were taken from 2 classes of the lowest and 2 classes of the highest levels of English based on the LSPR English entry test. The researcher developed an Achievement Motivation questionnaire that was distributed to the samples, from which 112 respondents' answers were collected.
Conclusion:
The Testing of Hypothesis 1
The mean scores of the bivariate Analytical Rubric and Holistic Rubric have a significant difference between the students having High Initial Knowledge and Low Initial Knowledge.
Based on the Chi-square statistics of 〖 χ〗_0^2 = 326.3242, with df = 2 and p-value = 0.0000 < 0.01. This means that the data supports the hypothesis
The Testing Hypothesis 2
The mean scores of the bivariate Analytical Rubric and Holistic Rubric have an insignificant difference between the students having High Motivation and Low Motivation.
Based on the Chi-Square Test statistic of 〖 χ〗_0^2 = 3.996444, with df =2 and p-value = 0.1356 > 0.10. So, the data does not support the hypothesis.
The Testing Hypothesis 3
The factors of Initial Knowledge and Achievement Motivation together have a significant joint effects on the bivariate Learning Result as assessed by the Analytical Rubric and Holistic Rubric.
Based on the Chi-Square Test statistic of 〖 χ〗_0^2 = 646.7990, with df = 6 and p = 0.0000 < 0.01. The data supports the hypothesis.
The Testing Hypothesis 4
The interaction between the factors of Initial Knowledge and Achievement Motivation has jointly a significant effect on the bivariate Learning Result as assessed by the Analytical Rubric and Holistic Rubric.
Based on the Chi-Square Test statistic of〖 χ〗_0^2 = 116.655 with df = 2 and p = 0.0000 < 0,01. The data supports the hypothesis.