Disertasi

The interaction effect of graphic organizer on efl students’ argumentative writing performance across different learning styles and levels of self-efficacy / Sabarun

Abstrak
A graphic display that illustrates the relationship between text and images is called a Graphic Organizer (GO). This study aims to measure the interaction effect amongst graphic organizer learning style preferences (LS) and levels of self-efficacy (SE) on EFL students rsquo argumentative writing performance. More specifically this study has three objectives (a) determining the interaction effect of GO and learning styles on writing performance (b) determining the interaction effect of GO and SE levels on writing performance and (c) determining the interaction effect of GO learning styles and SE levels on writing performance. To begin with the study selected EFL students from different LS preference and SE levels to get a diverse sample to represent different learning styles and levels of self-efficacy. To get the data on LS preferences the VAK questionnaire as proposed by Victoria Chislett (2005) was adminsitered to categorize participants into different learning style groups (e.g. visual auditory kinesthetic). To get data on SE levels Self-Efficacy for Writing Scale (SEWS) as proposed by Bruning at.al (2013) was used to categorize students rsquo SE levels (high intermediate and low). Meanwhile to assess the students rsquo performance on argumentative writing the study used a writing test before and after the treatment. The population of the study was 473 EFL learners. Using cluster sampling technique since it cannot be randomized the study recruited 179 learners from the whole population (473 learners). This enabled to have the representative sample chosen for the study (37.84%). The subjects were divided into experiment (n 89) and control groups (n 90) randomly. The experiment class was treated using GO. The pretest was administered to both groups. The lecturer provided a brief overview of graphic organizer to visually organize ideas. The class was introduced to use GO in the pre-writing stage. The class was introduced a template of argumentative GO to be completed in a sheet of paper. They should focus on a claim about the topic. They should write the reasons and evidences for the claim in the template. The class was trained to refute the counterclaim. Afterwards the students should be able to identify some possible statements that may disagree with the claim. Finally after refuting the counterclaim the class was trained to conclude their texts (see Appendix 2). There were about seven meetings to implement the treatment. Finally the posttest was administered to both groups. Meanwhile the control class was taught using free writing technique since this technique was employed by the teacher and the class were familiar with this technique. A three-way ANOVA was employed to analyze data on argumentative writing scores. Three-way ANOVA examined interaction effects of two or more on the dependent variable (writing performance). The statistical output of a three-way ANOVA typically included F-ratios p-values and interaction effect between variables. The p-values helped researcher decide if the observed differences were statistically significant or not. There were three categorical independent variables involved. They were GO LS and SE levels and one dependent variable argumentative writing performance. Assumption tests such as normality and homogeneity tests were performed to meet the requirement of ANOVA test. The finding revealed that first there was an interaction effect between GO and LS at F (2 161) 4. 07 p 0.02 partial eta 2 0.04. It meant the difference occurred on the scores using GO and Non- GO when combined with learning style factor. In this case GO group outperformed better than NGO group. It indicated that both GO and LS simultaneously gave effect to argumentative writing. It meant that in GO class the types of LS influenced the students rsquo writing performance. Second there was interaction effect between GO and self- efficacy levels at F (2 161) 5.99 p 0.00 partial eta 2 0.04. It meant the difference occurred on the scores using GO and Non- GO when combined with SE factor. In this case GO group outperformed better than Non- GO group. It indicated that both GO and SE simultaneously gave facilitative effect to argumentative writing performance. It meant that in GO class the level of SE influenced the students rsquo writing performance. Third there was no interaction effect amongst GO learning style and self- efficacy at F (4 161) 29.86 p 0.72 partial eta 2 0.01. The study discovered no interaction effect amongst learning style self- efficacy and GO. It meant that there was no statistically significant difference on the writing scores using GO and NGO when combined with GO learning style and self- efficacy simultaneously. It meant that in GO class whatever types of LS and level of SE did not influence the students rsquo writing performance. This study has several theoretical implications. First this study could provide insights into how graphic organizers help manage cognitive load during the writing process. By visually structuring information graphic organizers may facilitate better organization of thoughts especially for students with varying learning styles. Second understanding how different students interact with graphic organizers based on their learning preferences can enhance constructivist approaches. Third the study could illuminate the relationship between self-efficacy and writing performance. High self-efficacy might encourage students to engage more deeply with graphic organizers thereby improving their argumentative writing skills. The important pedagogical implication of the current investigation is that (a) recognizing students rsquo learning style is needed before coming to class (b) emphasizing on the importance of providing motivation to increase students self-efficacy is necessary in writing class using GO.

Informasi Detail

DDC

Rd 421 SAB i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiv, 129 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00048/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MENULIS ARGUMENTATIF
2. BAHASA INGGRIS - EFIKASI DIRI
3. ENGLISH - ARGUMENTATIVE WRITING

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; 2. Dra. Nunung Suryati, M.ed., Ph.d

Lampiran Berkas