scholarly journals Learning Strategy and Cognitive Style: The Effect on Students’ Writing Ability

2019 ◽  
Author(s):  
T Tambi ◽  
F Murtadho ◽  
Z Rafli
Keyword(s):  
Cognitive Style ◽  
Learning Strategy ◽  
Writing Ability

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

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Tata Tambi ◽  
Fathiaty Murtadho ◽  
Zainal Rafli
Keyword(s):  
Cognitive Style ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Narrative Writing ◽  
Anova Analysis ◽  
Writing Ability ◽  
Factorial Anova ◽  
Field Independent

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.

scholarly journals The Effect of Learning Strategy and Cognitive Style on Students’ Narrative Writing Ability

2021 ◽  
Vol 1 (2) ◽  
pp. 63-69
Author(s):  
Tata Tambi ◽  
Fathiaty Murtadho ◽  
Zainal Rafli
Keyword(s):  
Cognitive Style ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Narrative Writing ◽  
Writing Ability ◽  
Field Independent ◽  
Field Dependent ◽  
Bahasa Indonesia

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 α = 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 α = 0.05. The findings showed the ability to write a narrative writing in Bahasa Indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style.

Metacognitive Realism: a cognitive style or a learning strategy?

1997 ◽  
Vol 17 (1-2) ◽  
pp. 101-110 ◽  
Author(s):  
Véronique Jans ◽  
Dieudonné Leclercq
Keyword(s):  
Cognitive Style ◽  
Learning Strategy

scholarly journals Strategies for Teaching Arabic Language And Its Impact on the Development of Writing Skills At Ibn Sina University of Education Sciences Kepanjen Malang/استراتيجيّات تعليم اللّغة العربيّة وأثرها في تنمية مهارة الكتابة في جامعة ابن سينا لعلوم التربية كفانجين مالانق

2018 ◽  
Vol 2 (1) ◽  
pp. 44-61
Author(s):  
Ilman Fahmi
Keyword(s):  
Foreign Language ◽  
Learning Strategy ◽  
Writing Skills ◽  
Language Education ◽  
Arabic Language ◽  
Research Approach ◽  
Writing Ability ◽  
Ibn Sina ◽  
Writing Students ◽  
Descriptive Approach

Writing is an important skill of language skills. Writing ability is also an essential goal of learning a foreign language. To achieve the desired goals, Arabic needs an effective and proportionate learning strategy for students' ability. Ibn Sina University for Education Sciences Kepanjen is one of the universities in which the Department of Arabic Language Education in Malang and with it the subjects that promote the skill of writing. Students learn these subjects in 3 semesters from the fifth through the seventh. Therefore, the teacher or teacher must use a positive strategy so that students do not feel bored. The researcher used the qualitative research approach and the descriptive approach. The result is that there are a number of strategies that contribute to the improvement of the process of teaching Arabic at Ibn Sina University for the sciences of education, especially in the skill of writing. These strategies are the PAKEM strategy in which the Guided Composition strategy, the Pragraf Building strategy and the Power of Two strategy have promoted the interest of students in the writing skill lesson.تعتبر الكتابة مهارة مهمة من مهارات اللغة. كما تعتبر القدرة على الكتابة هدفا أساسيا من أهداف تعلم اللغة الأجنبية. وللوصول إلى الأهداف المرجوة، تحتاج اللغة العربية إلى استيراتيجية تعليمها الفعال والمتناسب بقدرة الطلاب. جامعة ابن سينا لعلوم التربية كبنجين هي من إحدى الجامعات التي فيها قسم تعليم اللغة العربية في مالانق ومعها المواد الدراسية التي ترقي مهارة الكتابة. يتعلم الطلاب تلك المواد الدراسية خلال 3 فصول منذ فصل الخامس حتى فصل السابع. فلذلك لا بد على المعلم أو معلمة أن يستخدم استيراتيجية جذابية لكي لا يشعر الطلاب بالملل. واستخدمت الباحثة مدخل البحث الكيفي والمنهج الوصفي، وخرج بالنتائج هي: أن هناك مجموعة من الاستراتيجيات التي تسهم في إنجاج عملية تعليم اللغة العربية في جامعة ابن سينا لعلوم التربية خاصة في مهارة الكتابة. وتلك الاستيراتيجيات هي إستيراتيجية PAKEM التي فيها استيراجية Guided Composition واستيراتيجية Paragraf Building واستيراتيجية The Power of Two وكانت تلك الاستيراتيجية تسبب ترقية اهتمام الطلاب في درس مهارة الكتابة. 

scholarly journals GENERALIZATION STRATEGY OF LINEAR PATTERNS FROM FIELD-DEPENDENT COGNITIVE STYLE

2019 ◽  
Vol 11 (1) ◽  
pp. 77-94
Author(s):  
Yayan Eryk Setiawan ◽  
Purwanto Purwanto ◽  
I Nengah Parta ◽  
Sisworo Sisworo
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
School Students ◽  
Linear Pattern ◽  
Effective Learning ◽  
Field Dependent

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students’ failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors’ components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.

scholarly journals استراتجية " Every one is a teacher here"لترقية تعليم مهارة الكتابة

2017 ◽  
Vol 2 (3) ◽  
pp. 103-113
Author(s):  
M. Bashori
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Learning Activities ◽  
Writing Ability ◽  
Writing Skill ◽  
Teachers And Students

Keterampilan Menulis adalah salah satu keterampilan bahasa yang penting dalam kegiatan pembelajaran bahasa Arab. Fakta di lapangan menunjukkan bahwa proses belajar mengajar antara guru dan siswa mengalami kesulitan karena mereka masih kurang dalam kemampuan menulis bahasa Arab. Untuk itu, Pembelajaran Bahasa Arab membutuhkan adanya peningkatan untuk memberikan ketertarikan pada materi keterampilan Menulis. maka dipilihlah strategi Everyone Is A Teacher Here sebagai strategi pembelajaran untuk meningkatkan keterampilan menulis. Penelitian ini dilakukan dengan tujuan untuk mengetahui Penerapan strategi Everyone Is A Teacher Here dalam Meningkatkan Keterampilan Menulis. Writing Skills is one of the important language skills in Arabic learning activities. The facts on the ground show that the learning process between teachers and students is difficult because they are still lacking in Arabic writing ability. For that reason, Arabic Language Learning requires an improvement to give an interest in writing skills. the strategy of Everyone Is A Teacher Here is chosen as a learning strategy to improve writing skills. This research was conducted with the aim to know Application of Everyone Is A Teacher Here strategy in Improving Writing Skill

scholarly journals TEACHING PERSUASIVE TEXTS THROUGH THINK-TALK-WRITE (TTW) STRATEGY: AN INSTRUCTIONAL ANALYSIS

2020 ◽  
Vol 19 (1) ◽  
pp. 109-120
Author(s):  
Isah Cahyani
Keyword(s):  
Junior High School ◽  
Learning Strategy ◽  
Instructional Media ◽  
Learning Session ◽  
Writing Ability ◽  
Writing Problems ◽  
The Mean ◽  
Generic Structures ◽  
Academic Year ◽  
Test Result

Abstract This research was conducted after noticing the writing problems occurred in grade VIII of one public junior high school in Bandung in academic year 2017/2018. The students showed their inability of writing persuasive texts in accordance with the generic structures and language uses. The treatment used to overcome the problem was think-talk-write (TTW) together with the application of video as the instructional media. The research foci were: 1) how the learning session with TTW strategy was planned and was conducted; 2) how the improvement of students’ learning outcome by using TTW with video media was; 3) how the students’ responses towards the use of TTW with video media were. The research aimed at equipping the students with the ability to write persuasive texts appropriately. The method employed was classroom action research conducted in three cycles. The data collection techniques used were tests, observations, and questionnaires. The data were analyzed through several steps: categorizing, interpreting and validating data. The result indicated that learning to write persuasive texts by using TTW with video media improved the students’ writing ability. This was pointed by the test result from all cycles; in cycle I, the mean of students’ scores was 63; in cycle II, it increased to be 72; and in cycle III, it showed improvement to be 81. To conclude, it was proved that TTW strategy could improve the students’ writing ability on persuasive texts.   Keywords: writing, persuasive texts, learning strategy, instructional media

scholarly journals Using a Cognitive Style-Based Learning Strategy to Improve Students’ Environmental Knowledge and Scientific Literacy

2021 ◽  
Vol 14 (4) ◽  
pp. 791-808
Author(s):  
Arif Sholahuddin ◽  
◽  
Eko Susilowati ◽  
Binar Kurnia Prahani ◽  
Erman Erman ◽  
...  
Keyword(s):  
Cognitive Style ◽  
Scientific Literacy ◽  
Learning Strategy ◽  
Environmental Knowledge
Sign in / Sign up

Export Citation Format

Share Document