Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Year 2020, Volume: 8 Issue: 1, 87 - 104, 15.03.2020

Harry Andheska Suparno Suparno Dawud Dawud İmam Suyitno

https://doi.org/10.17478/jegys.651436

Cited By: 5

Abstract

This article presents a comprehensive analysis of writing
motivation and the ability in writing a research proposal of Generation Z
students based on differences in their cognitive styles. The research involved
70 Generation Z students in Faculty of Teacher Training and Education,
Universitas Maritim Raja Ali Haji, Indonesia. After going through the Group
Embedded Figures Test (GEFT) stages, these students were divided into 2 groups
based on their cognitive style, field independent (FI) and field dependent
(FD). Writing motivation data was collected through a questionnaire and the
writing ability of writing a research proposal was collected through an
assessment rubric. Analysis of research data using t-test and linear regression
with SPSS 23. The results of this study stated that the writing motivation of
Generation Z students between the FI group and the FD group did not differ
significantly. Meanwhile, the ability in writing research proposals for
Generation Z students in the FI group was higher than for Generation Z students
in the FD group. Writing motivation has a significant effect on the ability in
writing research proposals in both groups. The results of this study recommend for
analysis other perspectives and the exploration of thinking characteristics of
Generation Z students in written language.

Keywords

motivation, writing, cognitive, Generation Z

Supporting Institution

(1) Ministry of Research, Technology and Higher Education and (2) Ministry of Education and Culture, Republic of Indonesia.

Thanks

Thank you very much for supported this research.

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