Reusing the Product Oriented Writing to Enhance the First Year EFL Undergraduate Field Independent Students' Writing Achievement

Abstract

The study is aimed at proving empirically the significant effect of applying the product oriented writing instruction on the first year EFL undergraduate EFL students writing achievement. The reached population of this research is the first year undergraduate EFL students of the 3 chosen private and public universities in East and Central Java. Using GEFT Instrument, all the first year EFL students of those universities are tested and those students classified as field independent cognitive style only used as the subject of experimentation. Others having neutral and field dependent cognitive style are used as comparative groups. Posttest only design with 5 meetings using simplified product oriented writing instruction procedure treatment are applied to those subject. The finding shows that there is a significant betterment of the subject writing achievement after being given product oriented writing instruction. The reason of why the field independent cognitive style EFL students are more superior that the other two is because the learners having Field Independent Cognitive Style treat information and model as the characteristics of product oriented writing instruction as an independent part of his environment/surrounding, whereas the learners having other cognitive style treat information and perception as a whole and not separated from his environment/the surrounding. That makes the subject can take the advantage of the model and example presented in product oriented writing instruction. The researcher recommends TEFL practitioners consider the learner’s characteristic (cognitive style) as one of the learning condition variables that must be used as the base to determine the teaching/learning method to get the optimum learning achievement. Product oriented teaching in writing is suitable to be given for the students having field independent cognitive style.