The Effect of Metaphorming Teaching Method on Field-Independent/Dependent Learners in Writing Essay

Authors

  • Ramli – Universitas Lakidende Unaaha
  • Endry Boeriswati – Universitas Negeri Jakarta
  • Emzir – Universitas Negeri Jakarta

Abstract

English writing skill is important for learners’ academic performance. However, it is challenged to teach as a second language since several factors possibly affect it. Teaching methods and learners’ cognitive styles are among them. The compliance of the teaching method with the learners’ cognitive style encourages the learners to develop a well-written essay. The present study explores the effect of the metaphorming method and cognitive styles on learners’ performance in writing an essay. It involved two classes randomly chosen as an experimental group received metaphorming teaching and a control group received discovery teaching. The GEFT test was used to identify the participants’ cognitive styles (field-independent or field-dependent), and a five-paragraph essay writing test to measure their writing performance. The data were analyzed using two-way ANOVA with t-test. The findings suggested that the metaphorming teaching method and cognitive style significantly affect the learners’ writing performance. Furthermore, the Scheffe test was carried out to investigate which cognitive type learners performed better. The result suggested that field-independent (FI) learners performed better than field-dependent (FD) ones. This study recommends the lecturers to align the teaching method with learners’ cognitive styles in promoting the performance in writing an essay.

Keywords:

Metaphorming; Essay Writing Skill; GEFT; Cognitive Style; Field-independent/dependent

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How to cite: Ramli, Boeriswati, E., & Emzir. (2019). The Effect of Metaphorming Teaching Method on Field-Independent/Dependent Learners in Writing Essay. The Asian EFL Journal. 23(6.3), pp.4-14.