The Effect of Analogy Variations on Academic Writing: How Indonesian EFL Students Perform with Different Cognitive Styles

Autor/inn/en	Sujito; Budiharso, Teguh; Solikhah, Imroatus; Muttaqin, Wildan Mahir
Titel	The Effect of Analogy Variations on Academic Writing: How Indonesian EFL Students Perform with Different Cognitive Styles
Quelle	In: Journal of Social Studies Education Research, 10 (2019) 1, S.116-132 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Academic Language; Cognitive Style; English (Second Language); Second Language Learning; Second Language Instruction; Academic Achievement; Outcomes of Education; Oral Language; Written Language; Figurative Language; Foreign Countries; Research Training; Teaching Methods; Writing (Composition); College Students; Indonesia + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulleistung; Lernleistung; Schulerfolg; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Collegestudent; Indonesien
Abstract	This study examines the effects of applying two different forms of analogy, namely written and oral analogy, while also considering learners' cognitive styles, on students learning outcomes for a research course in English as a Foreign Language. The cognitive style was used in this study as a moderator variable. This study used an experimental design with a 2x3 factorial design. Two classes of slower learners each comprised 30 students, who were assigned into three smaller groups according to their cognitive styles (i.e. field-independent, neutral, and field-dependent cognitive styles). The six groups were delivered teaching over four meetings. ANOVA was used to analyse the data and test the hypotheses. The results show that subjects given oral analogy achieved better learning outcomes than those who received written analogy. In addition, subjects with the field-independent cognitive style exhibited greater learning achievement that those with the neutral and field-dependent cognitive styles. There was no significant interaction between the different analogy types and subjects' cognitive styles in the results of the research course. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01