The Influence of Visual Aids and Cognitive Learning Style on STudents' Writing Skill for the Tenth Grade Students of SMA Yupentek 1 Tangerang in Academic Year 2015/2016

novanita whindi.m.pd; prof.dr.h. gunawan suryoputra, m.hum; dr. santi chairani djonhar, ma;

The objectives of this research were to investigate whether 1) there is a significant
difference between students who are treated by pictures-series and those who are
treated by diagrams on students’ writing skill; 2) there is significant difference
between impulsive and reflective students on students’ writing skill; and 3) there
is a significant interaction between visual aids and students’ cognitive learning
style on students’ writing. The research was conducted for the tenth grade students
of SMA YUPPENTEK 1 Tangerang. This research belongs to 2x2 factorial. There
were two stages of sampling: cluster random sampling and purposive sampling.
The respondents investigated were 28 students from two classes. There were two
instruments used in this research: writing performance test and questionnaire. The
instruments were tested validity and reliability. Then the data were analyzed by
two-way ANOVA. Based on the results of the data analysis, three conclusions are
drawn. First, there is a significant difference between students who are treated by
pictures-series and those who are treated by diagrams on students’ writing skill
because the p-value of visual aids 0.033 is smaller than α 0.05 and the Fobserved
visual aids 5.120 is higher than Ftable 4.60. Second, there is significant difference
between impulsive and reflective students on students’ writing skill because pvalue
of cognitive learning style 0.001 is smaller than α 0.05 and the Fobserved
cognitive learning style 13.520 is higher than Ftable 4.60. Third, there is no
significant interaction between visual aids and students’ cognitive learning style
on students’ writing because the p-value of interaction between visual aids and
cognitive learning style 0.269 is higher than α 0.05 and the Fobserved in which the
Fobserved cognitive learning style 1.280 is smaller than Ftable 4.60. Based on
findings, the writer suggests English teachers to stimulate students to be reflective
because reflective students tend to make few errors to complete their writing
composition.