Effect of CIRC on Learners’ Writing Performance across Cognitive Learning Styles
Abstract
This research is intended to scrutinize the effect of CIRC on learners’ writing performance across cognitive learning styles. Quasi-experimental research with a factorial design was implemented in this study. A total of forty subjects participated in this research. They were ELT learners in the third semester at the University of Khairun. Teaching writing to the learners in the two groups lasted 13 meetings. The learners in the experimental group were treated with CIRC, and the learners in the control group were taught with conventional techniques. The two-way ANOVA with interaction was carried out to test the research hypotheses. The research results showed that (1) the learners taught using the CIRC technique had better performance in writing than those taught the conventional technique, (2) the learners with field independence had not better performance in writing than those who had field dependence, (3) CIRC technique was more effective regardless of cognitive learning styles. CIRC is suggested to be applied as writing technique for increasing learners’ writing performance, but the cognitive learning styles e.g., field dependence and field independence in the CIRC implementation are not necessarily worried by teachers.
Keywords: cooperative integrated reading and composition, cognitive learning styles, writing performance.
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