DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Ability in Writing Argumentative Essay based on Online Debating across Cognitive Learning Styles

Ira Mutiaraningrum

Abstrak


ABSTRAK

 

The rapid advance of technology offers potential innovations to enhance learning. The present study aimedto investigate the effect of the use of online debate on students’ ability in writing argumentative essay with respect to their cognitive styles. The cognitive learning styles studied were in terms of the students’ field dependencies namely field independent (FI) and field dependent (FD). The students’ were exposed to an online debate as an adjunct medium for blended learning through Edmodo groupin the argumentative writing course to help them learn to build arguments and refutation in writing argumentative essay.

To achieve this aim, the study employed quasi experimental, posttest only with 2x2 factorial design. The students involved in this study were the fourth semester students of Universitas Negeri Malang who were enrolled in an Argumentative Writing course. The experimental group consists of 27 students meanwhile the control group consists of 28 students. Group Embedded Figure Test (GEFT) was administered to classify the students into FI and FD. A questionnaire was used to explore the students’ attitude toward the use of online debate in Argumentative Writing course. To analyze the result of the posttest, a parametric statistical analysis in the form of independent sample t-test was conducted since the data fulfilled the statistical assumptions.

The findings of the study revealed that the observed significance level of the first research question investigating the effectiveness of online debate on the students’ ability in writing argumentative essay compared to those who were not taught by using online debate was higher than the accepted significance level .05 (sig. 0.105 ≥ sig .05). It showed that the effect of the use of online debate was not significantly different from the use of conventional method of teaching writing on the students’ argumentative writing ability. The reason correspondingto the ineffectiveness of the use of online debate wasthe lack of the students’ readiness in applying the online debate as a supplementary activity in Argumentative Writing course. The students experienced technical difficulties such as the problems of slow internet connection, procrastination in participating in the online debate, unfamiliarity with the new online instruction, and confusion on applying the skills they obtained from online debate to their writing due to the lack of readiness in adapting themselves in the online learning environment. The results of this study also showed that there was no difference between FI and FD students in term of their ability in writing argumentative essay. In addition, there was no interaction between the use of online debate and the students’ cognitive learning styles. This implies that there was no difference in the students’ ability of the students in writing argumentative essay regardless the teaching technique used and their cognitive learning styles. The findings of this study also showed that there was no interaction between the use of online debate and the students’ field dependencies. Yet, the study denoted the students’ positive attitude towards the use of online debate in helping them learn in online environment.

To sum up, despite the ineffectiveness of online debate in supporting the students’ ability in writing argumentative essay, online debate can be used as an alternative medium to maximize the learning opportunity outside the classroom. Further studies on the best practice of the use of online debate are expected to be conducted for the improvement of the educational practices. Future studies are also suggested to study the use of online debate in relation to different language skills, subject areas, and learning styles.