Achievement Motivation Analysis of Outstanding Students in Learning Writing at Primary Schools

Abstract

This study aims to describe achievement motivation on outstanding students in learning to write at the fifth grade primary schools students. The research method used is descriptive qualitative. Subjects in this study were 18 achieving students. The data were collected through questionnaire, interview and observation. Analytical techniques used are interactive analysis consisting of data collection, data reduction, data presentation and conclusion. The results of this study indicate that the achievement motivation on outstanding students in learning writing is good, this happens because of several factors that support outstanding students in learning writing have good achievement motivation. There are factors of individuals (intern) and environmental factors (external), an individual factor which consists of 1) the competence of students; 2) belief to succeed, while environmental factors consists of 1) the competitive situation; 2) support from parents, 3) schools, including how to teach teachers.

The ABCs of writing motivation: a systematic review of factors emerging from K–5 students’ self-reports as influencing their motivation to write

“…Moreover, it was recommended to focus less on the mechanics in lower grades and to provide students with opportunities to write for communication, such as writing in a dramatic play center (Ihmeideh, 2015). Examples given of demotivating writing tasks include summarizing texts (Kholisiyah et al, 2018), writing responses about books and texts read (Leroy, 2000), and preparing for mandated writing exams (Tunks, 2010, p. 7).…”

“…Characteristics of performance goals were identified in cases where students expressed goals in terms of obtaining better grades (e.g., Kim and Lorsbach, 2005) or outperforming other students (e.g., Miller and Meece, 1997) but also where they expressed performance-avoidance goals, such as a desire to avoid failure (e.g., Perry, 1998). Some studies found a link between performance-goal orientation and high-achieving students (e.g., Perry et al, 2003;Kholisiyah et al, 2018) and students with high self-efficacy (e.g., Kim and Lorsbach, 2005). For example, Kim and Lorsbach (2005) argued that, although kindergartners and first graders with both high and low self-efficacy worked longer on their writing tasks than those with average self-efficacy, the students with low self-efficacy did so because they struggled with their tasks, whereas those with high self-efficacy devoted more time to their tasks because they wished to attain goals in terms of obtaining good grades and achieving "perfect and neat" writing (p. 166).…”

Data_Sheet_2.PDF

“…Moreover, it was recommended to focus less on the mechanics in lower grades and to provide students with opportunities to write for communication, such as writing in a dramatic play center (Ihmeideh, 2015). Examples given of demotivating writing tasks include summarizing texts (Kholisiyah et al, 2018), writing responses about books and texts read (Leroy, 2000), and preparing for mandated writing exams (Tunks, 2010, p. 7).…”

“…Characteristics of performance goals were identified in cases where students expressed goals in terms of obtaining better grades (e.g., Kim and Lorsbach, 2005) or outperforming other students (e.g., Miller and Meece, 1997) but also where they expressed performance-avoidance goals, such as a desire to avoid failure (e.g., Perry, 1998). Some studies found a link between performance-goal orientation and high-achieving students (e.g., Perry et al, 2003;Kholisiyah et al, 2018) and students with high self-efficacy (e.g., Kim and Lorsbach, 2005). For example, Kim and Lorsbach (2005) argued that, although kindergartners and first graders with both high and low self-efficacy worked longer on their writing tasks than those with average self-efficacy, the students with low self-efficacy did so because they struggled with their tasks, whereas those with high self-efficacy devoted more time to their tasks because they wished to attain goals in terms of obtaining good grades and achieving "perfect and neat" writing (p. 166).…”

“…For example, in Chen and Liu (2019), fifth graders reported that they enjoyed working with a six-stage story structure (i.e., a framework outlining six sequential stages for crafting stories), as this approach provided them with concrete guidelines for creating stories and made the writing process easier, more interesting, and fun. In addition, fifth graders (Kholisiyah et al, 2018) appreciated when teachers explained and modeled writing activities before assigning writing tasks. The writing workshop format, where writing techniques and strategies were first modeled to the students before they were able to implement those techniques in their own texts, was also valued by students.…”