PENGARUH STRATEGI PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP KETERAMPILAN MENULIS CERITA PENDEK (Penelitian Eksperimen Pada Siswa Kelas VII MTs Ibnu Taimiyah Bogor, Jawa Barat)

Penelitian ini bertujuan mengkaji pengaruh strategi pembelajaran dan gaya kognitif terhadap keterampilan siswa dalam menulis cerita pendek. Metode penelitian ini adalah eksperimen rancangan faktorial 2x2 (ANOVA dua jalur) dengan α = 0.05. Penelitian dilakukan di MTs Ibnu Taimiyah, Bogor, Jawa Barat pada Juli sampai dengan Desember 2017. Populasi penelitian adalah siswa kelas VII dengan sampel sejumlah 80 siswa. Kemudian sampel dibagi ke dalam dua kelas yaitu kelas eksperimen dan kelas kontrol menggunakan multistage random sampling. Kelas eksperimen diajar menggunakan strategi pembelajaran inkuiri sedangkan kelas kontrol diajar menggunakan strategi pembelajaran ekspositori. Satu kelas terdiri dari 40 siswa, 20 siswa bergaya kognitif field independent dan 20 siswa bergaya kognitif field dependent. Data dikumpulkan menggunakan dua instrumen yaitu (1) tes keterampilan menulis cerita pendek dan (2) general embedded figures test (GEFT). Data penelitian yang diperoleh dianalisis menggunakan ANAVA dua jalur dan uji Tukey. Hasil analisis data menunjukkan: 1) keterampilan menulis cerita pendek kelompok siswa yang mendapatkan Strategi Pembelajaran Inkuiri lebih tinggi daripada kelompok siswa yang mendapatkan Strategi Pembelajaran Ekspositori, 2) keterampilan menulis cerita pendek siswa yang memiliki gaya kognitif field independent lebih tinggi dari siswa yang memiliki gaya kognitif field dependent, 3) terdapat pengaruh interaksi antara strategi pembelajaran dan gaya kognitif terhadap keterampilan menulis cerita pendek siswa, 4) keterampilan menulis cerita pendek kelompok siswa bergaya kognitif field independent yang diajar dengan Strategi Pembelajaran Inkuiri lebih tinggi daripada kelompok siswa bergaya kognitif field independent yang diajar dengan Strategi Pembelajaran Ekspositori, dan 5) keterampilan menulis cerita pendek kelompok siswa yang bergaya kognitif field dependent yang diajar dengan Strategi Pembelajaran Inkuiri lebih rendah daripada kelompok siswa yang bergaya kognitif field dependent yang diajar dengan Strategi Pembelajaran Ekspositori. This study investigates the effect of learning strategy and cognitive style on students’ ability in writing short stories. This experimental study applies treatment by level design and two-factorial ANOVA analysis with α = 0.05 on the VII grade students at MTs Ibnu Taimiyah Bogor, West Java. It was conducted on July to December 2017 at MTs Ibnu Taimiyah, Bogor, West Java. The experimental class was taught using an inquiry learning strategy while the control class was taught using an expository learning strategy. There were 80 students as the sample chosen from the population of the 7th graders. The samples were randomly assigned to experimental group (40 students) and control group (40 students). Eached group consisted of dependent-students and independent-students. The data were collected using writing short stories test and Group Embedded Figures Test (GEFT) instruments. The data were analyzed two-way ANOVA and Tukey test (post-hoc test). The findings showed that: 1) the group taught by inquiry-based learning scored higher in writing short stories than the group taught by expository-based learning, 2) The field independent students performed better in writing short stories than field dependent students, 3) There is an interaction effect between learning strategies and cognitive styles on the students’ ability to write short stories, 4) the performance of group of field independent students and taught by inquiry-based strategy was higher than the group of field independent students and taught by expository-based strategy, and 5) the performance of group of field dependent students and taught by expository-based strategy was higher than the group field dependent and taught by inquiry-based strategy

THE EFFECT OF LEARNING STRATEGY AND COGNITIVE STYLE ON STUDENTS’ NARRATIVE WRITING ABILITY

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with α = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2). Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level of α = 0.05. The findings showed the ability to write a narrative writing in Bahasa Indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style

The Effect of Learning Strategy and Cognitive Style on Student's Narrative Writing Ability

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student's narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with ? = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2).  Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level  of ? = 0.05