The effect of learning strategy and cognitive style on student’s narrative writing ability

Tata Tambi; Fathiaty Murtadho; Zainal Rafli

doi:10.21744/lingcure.v5nS3.1835

Authors

Tata Tambi
tatatambi_7317157802@mhs.unj.ac.id
Post-Graduate School of The Applied Linguistic Program, Universitas Negeri Jakarta, Jakarta, Indonesia
Fathiaty Murtadho Post-Graduate School of The Applied Linguistic Program, Universitas Negeri Jakarta, Jakarta, Indonesia
Zainal Rafli Post-Graduate School of The Applied Linguistic Program, Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords:

cognitive style, expository-based communicative, inquiry-based communicative, learning strategy, writing narrative text

Abstract

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with ? = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2). Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level of ? = 0.05.

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