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All Journal Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Muhammad Riko Yohansyah Zulfahmi
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect Of Using The Savi (Somatic, Auditory, Visualizing, And Intellectual) Method Toward Writing Skills Across Gender Muhammad Riko Yohansyah Zulfahmi; Veni Roza
Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 2 No. 2 (2024): April : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v2i2.569

Abstract

The purpose of this study was to examine the significant effects across genders of the use of the Somatic Auditory Visual Intellectual (SAVI) on the writing of students in SMA Negeri 1 Payakumbuh District. The sample was two classes of 52 students, an experimental class XI IPS 2 taught using SAVI and a control class XI IPS 4 taught by a conventional model (Teacher Center). Each class consisted of two groups based on gender (male and female). The data were then analyzed using the ANOVA test. Before running the ANOVA test, we performed assumption tests, i.e., normality and homogeneity tests. Here are the results of this study:(1) SAVI is more effective than traditional models. (2) Female students have better writing skills than male students. (3) There is a correlation between teaching methods and students using SAVI in writing instruction. English teachers are therefore encouraged to use SAVI in writing classes. This method positively contributes to improving the student’s writing skills.
The Effect of Using the Savi Model Toward Reading Comprehension Across Cognitive Style Muhammad Riko Yohansyah Zulfahmi; Melyann Melani
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 2 No. 3 (2024): Mei : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v2i3.767

Abstract

This study aimed to identify the effect of cognitive styles (that is, field-dependent and field-independent) on reading comprehension using the SAVI model (somatic, auditory, visual, and intellectual). The 52 students from two classes participated in the study, assigned to experimental and control classes. The experimental class was treated by teaching the SAVI model and the control group was taught conventionally (Teacher Centre). Students in the control and experimental classes were divided into groups based on their cognitive style (dependent versus independent) results on the GEFT (Group Embedded Figure Test). The results of the study indicated that it was about the interaction between cognitive style and reading comprehension. Research results show that there are differences in student reading performance between students using the SAVI learning model and the direct learning model (Teacher Center). There is an important interplay between learning models and students' cognitive styles regarding their ability to comprehend what they read. Among students with subject-independent cognitive styles, those who received the SAVI learning model performed better in reading than those who received the direct learning model. Students in the direct learning model with subject-dependent cognitive styles and reading comprehension perform better than those in the SAVI learning model.
Co-Authors Melani, Melyann Veni Roza