Abstrak

Kembali

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.