The effect of collaborative blended learning on the argumentative writing of university student across learning styles / Defry Azhari

Azhari, Defry (2018) The effect of collaborative blended learning on the argumentative writing of university student across learning styles / Defry Azhari. Masters thesis, Universitas Negeri Malang.

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SUMMARY Defry Azhari, 2018. The Effect of Collaborative Blended Learning on the Argumentative Writing of University Students across Learning Styles. Thesis, English LanguageTeaching, Postgraduate Program of State University of Malang. Advisors:(I) Dr. SinthaTresnadewi,M.Pd. (II) Francisca Maria Ivone, Ph.D. Keywords: Collaborative Blended Learning, Argumentative Writing, Learning Styles This quasi-experimental study was attempted to investigate the effectiveness of CBL compared to individual-writing on the studentsÔÇÖ skill in argumentative writing, which also investigates the effect across studentsÔÇÖ learning styles. The study 54 undergraduate students of the intermediate level majoring in English Department of Faculty of Letter, State University of Malang who were taken nonrandom because of the policy of the institution. The subjects were in the two Argumentative Writing classes that were divided into experimental and control group. The treatment in both classes was implemented in the procedures of prewriting, drafting, revising, editing and proofreading, and publishing. The treatmenthad beencarried out in eightmeetings included introduction and post-test. StudentsÔÇÖ learning styles were classified by the VARK questionnaire and studentsÔÇÖ scores in writing performance was gotten by the writing test in the last meeting. To test the hypotheses, astatistical analysis by using SPSS 23.0 version was implemented at the .05 levelof significance. The results of the statistical analysis revealed that there was no significantdifference in the mean scores of argumentative writing skills between the studentsin the experimental group and those in the control group. Both students of CBL and individual-writing class achieved almost similar scores in every writing component. Moreover, there was no difference in the studentsÔÇÖ writing performance of students with auditory and kinesthetic learning styles under CBL strategy and those under individual writing instruction strategy, among auditory studentsin the experimental group, those with auditory in the control group, those with kinesthetic in the control group, and those with kinesthetic in the experimental group had the same writing performance. Furthermore, there was no interaction between CBL strategy and the studentsÔÇÖ learning styles.The finding also showed the number of students in each learning styles in both classes. There were no visual students in both classes. Meanwhile, in experimental and control class there were 11 and 8 auditory students, 5 and 6 read/write students, and 11 and 13 kinesthetic students. Based on the findings, it can be concluded that CBL cannot be considered as strategy that is more effective to teach argumentative writing thanindividual-writing as common strategy used in teaching writing for auditory, read/write or kinesthetic students. The findings pedagogically implythat CBL almost as effective as individual writing to teach argumentative writing. Some constraints become the reason of ineffectiveness of CBL such as the period of the research, clearness of instruction, the studentsÔÇÖ knowledge toward the use of ICT in the learning environment and resentful demoralization of the experimental group. However, social values such collaboration, sense of accountability; creativity and tolerance were the benefits of CBLÔÇÖs implementation. These values would be beneficial for training studentsÔÇÖ 21st century skills. Hence, teachers can implement CBL as an alternative strategy to teach argumentative writing by considering constraints and its benefits.Future researchers are recommended to use larger sample in order to generalize the result, consider between the online platform used and the studentsÔÇÖ knowledge and employ CBL by using different and equal design.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 07 Jun 2018 04:29
Last Modified: 09 Sep 2018 03:00

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