Initial Knowledge and Achievement Motivation on the Learning Result of Narrative Essay in English

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.

本数据集呈现了学生在英语叙事写作学习中的学习成果，该研究考察了英语初始知识与英语成就动机两类因素对学习成果的影响，学习成果分别采用分析评分量规（Analytic Rubric）与整体评分量规（Holistic Rubric）进行评定。
本研究采用2×2因子设计的准实验范式，以英语初始知识（自变量A）与英语成就动机（自变量B）作为自变量，二者均为包含两个水平（1与2）的二分变量；以分析评分量规得分（Y₁）与整体评分量规得分（Y₂）作为因变量，即学生的英语叙事写作学习成果。
研究数据分析采用两类方法：1）描述性统计与均值相等性检验；2）显著性水平为1%的多元方差分析。
研究总体为雅加达伦敦公共关系学院（The London School of Public Relations, Jakarta）2014-2015学年第一学期的全体学生，样本基于该校英语入学考试成绩，选取2个英语水平最低与2个英语水平最高的班级。研究者自行开发了英语成就动机问卷并发放给样本群体，最终回收有效问卷112份。
研究假设检验结论如下：
假设1：高初始知识组与低初始知识组学生的双变量分析评分量规与整体评分量规平均得分存在显著差异。基于卡方检验统计量χ₀²=326.3242，自由度df=2，p值=0.0000<0.01，本数据集数据支持该假设。
假设2：高成就动机组与低成就动机组学生的双变量评分平均得分无显著差异。基于卡方检验统计量χ₀²=3.996444，自由度df=2，p值=0.1356>0.10，本数据集数据不支持该假设。
假设3：英语初始知识与成就动机两个因素对分析评分量规与整体评分量规评定的双变量学习结果具有显著联合效应。基于卡方检验统计量χ₀²=646.7990，自由度df=6，p值=0.0000<0.01，本数据集数据支持该假设。
假设4：英语初始知识与成就动机的交互作用对分析评分量规与整体评分量规评定的双变量学习结果具有显著联合效应。基于卡方检验统计量χ₀²=116.655，自由度df=2，p值=0.0000<0.01，本数据集数据支持该假设。