THE EFFECTIVENESS OF VISUAL-BASED AND VERBAL-BASED MATERIALS IN TEACHING WRITING TO STUDENTS

WITH SPATIAL AND LINGUISTIC LEARNING STYLE

Fiki Setiawan, M.Pd 0424129101

Aak an nasher

Summary
The purpose of teaching English is to enable the student to master
English, so they can apply it in communication. In writing skills
the students are expected to be able to understand as well as create
various texts and monologue such as explanation, description,
exposition, procedure, recount, and narrative text. They can use
visual-based and verbal-based materials to teach writing analytical
exposition text through the students’ learning style in the
classroom. This study was aimed to investigate the effectiveness of
visual-based and verbal-based materials in teaching writing
analytical exposition text to students with different learning styles.
this study is expected to be an input for the institution in planning,
designing, and developing English curriculum. The outputs from
this study are publications in accredited national journals namely
Gema Wiralodra Wiralodra University and additional outputs in
the form of publications in the most accredited national journals
namely Indonesian EFL Journal Kuningan University. The target
level of Technology Readiness (TKT) from the results of this study
is at level 3.
Keywords: visual-based materials; verbal-based materials,
learning style
Introduction
They know if learning English as is gradually getting more
important for their life because one of the aims of learning English
is developing the ability to communicate which involves four
language skills: listening, speaking, reading, and writing. The aims
of learning English is developing the ability to communicate which
involves four language skills: listening, speaking, reading, and
writing. Among the four language skills mentioned a, writing skill
is one of the two skills which are tested in the final evaluation. The
method that teacher applied in teaching writing skills does not
match with the students learning style. The term learning styles
speaks to the understanding that every student learns differently. It
means that the students need materials in the teaching and learning
process in the classroom, the media which had been used to teach
writing in this study were picture series as visual-based material
and essay recount texts as visual-based material through student’s
learning styles in learning English in the classroom. In addition,
learning styles could be defined as the different learning methods
which are taken by students in understanding new information
(Mubarok and Sofiana, 2017).

Method

Teaching Visual-Based Verbal-Based

Material (X1) (X2)
(X)
Students’
Pre-test Post-test Pre-test Post-test
Learning
(X1a) (X1b) (X2a) (X2b)
Styles
(Y)
X1bY1
Spatial X1aY1 X1bY1 X2aY1 X2bY1 compare to
(Y1) X2bY1
RQ.1 RQ.3 RQ.5
X1bY2
X2aY
Linguistic X1aY2 X1bY2 X2bY2 compare to
2
(Y2) X2bY2
RQ.2 RQ.4 RQ.6
The interaction among teaching materials, students’ interest, and students’ writing
ability to increase students’ writing achievement (RQ.7)

Result

Visual-based Group
100
90
80
70
60
50 Code Pre Test
40 Code Post Test
30
20
10
0
Lingustic

Lingustic

Lingustic

Lingustic

Lingustic

Lingustic
Lingustic

Lingustic

Lingustic

Lingustic

Lingustic

Lingustic

Spatial

Spatial

Spatial

Spatial

Spatial

Spatial
Spatial

Spatial

Spatial
Spatial
Spatial

Spatial

Spatial

Spatial

A2 A3 A6 A7 A8 A1 A1 A1 A1 A2 A2 A2 A1 A4 A5 A9 A1 A1 A1 A1 A1 A1 A2 A2 A2 A2
3 6 7 8 0 3 5 0 1 2 4 5 9 1 2 4 7
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
 Verbal-based Group
90

80

70

60

50

40 No Pre Test
No Post Test
30

20

10

0
Linguistic
Linguistic
Linguistic
Linguistic
Linguistic
Linguistic
Linguistic
Linguistic
Spatial
Spatial

Spatial
Spatial

Spatial
Spatial

Spatial
Spatial

Spatial
Spatial

Spatial

Spatial

Spatial
Spatial

Spatial
B1 B5 B7 B1 B1 B1 B1 B1 B2 B3 B4 B6 B8 B9 B1 B1 B1 B2 B2 B2 B2 B2 B3
0 4 5 6 7 1 2 3 1 5 6 7 9 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

80
70
60
50
40
30
20
10 Pre Test
0 Post Test
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tia sti tia sti
sp
a
gui sp
a
gui
ed lin ed lin
bas se
d
bas se
d
al- ba al- l-b
a
isu al- erb ba
p
v iv su p
v
ve
r
ou p ou p
Gr r ou Gr ou
G Gr

Conclusion
The conclusion of this research can also be used as a reference for English
lecturers to be able to identify obstacles and constraints in the learning process
so that they can be used as benchmarks for lecturers to find and develop
active, innovative, creative, effective, and fun learning methods so that
students get learning experiences that are meaningful for themselves to be
applied in real life in society.