Sylvia (2022) The effect of circ on learners' writing performance across cognitive learning styles / Sylvia</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
SUMMARY Sylvia 2022. The Effect of CIRC on Learners rsquo Writing Performance across Cognitive Learning Styles. Graduate Program in English Language Teaching Universitas Negeri Malang. Advisors (I). Prof. Utami Widiati M.A. Ph.D. (II) Prof. Dr. Nur Mukminatien M.Pd. (III) Dr. Ekaning Dewanti Laksmi M.Pd M.A. Keywords CIRC Cognitive Learning Styles Field Dependence Field Independence. Since a number of studies on CIRC reveal inconclusive results and do not involve field dependence and field independence research on CIRC implementing field dependence and field independence is needed. This research aimed to investigate the effect of CIRC on learners rsquo writing performance the effect of CIRC on learners rsquo writing performance with the field independence and the field dependence learners and the interaction between CIRC and learners rsquo cognitive learning styles. Quasi-experimental research with a factorial design using a pre-test and a post-test was implemented to answer the research questions in this present study. There were forty subjects in total who participated in this research (20 learners in the experimental group and 20 learners in the control group). They were English Language Teaching learners in the third semester at Khairun University in the academic year of 2020/2021. The teaching writing to the learners in the two groups lasted 13 meetings including pre-test and post-test. The learners in the experimental group were treated with CIRC and the learners in the control group were taught integrated reading and writing. An argumentative writing prompt was administered in order to obtain the learners rsquo writing performance and it was assessed based on a writing rubric. A Group Embedded Figures Test (GEFT) based on Witkin rsquo s theory was applied to measure the degree to which a person uses a global (FD learners) or an analytical (FI learners) way of undergoing environment. A parametric statistical test was employed to test the three hypotheses since the data from groups were homogenous and normally distributed. The research results showed that the learners taught using the CIRC technique had better performance in writing than those taught using the integrated reading and writing technique (F (1 36) 17.09 p .000 MS 3179). Subsequently the learners with field independence had not better performance in writing than those who had field dependence (F (1 36) .606 p .441 MS 112.78). In addition CIRC technique was more effective regardless of cognitive learning styles (F (1 36) 2.994 p .092 MS 556.87). Upcoming scholars are recommended to examine the effect of CIRC using different text types such as explanation discussion and review texts because studies that are used the texts are still scarce. In addition they are also expected to study more variations of the cognitive learning styles since this study only used FD and FI. Furthermore future studies can implement different attribute independent variables e.g. self-regulatory capacities diverging assimilating converging and accommodating learning style self-efficacy working memory aptitudes memory proficiency levels metacognitive engagement and attitudes because CIRC can be influenced by the attribute independent variables.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 22 Mar 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/271865 |
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