Improving Language Teaching and Learning Process with Dual Coding Theory Approaches

Authors

• Citra Kurniawan, Faculty of Education, Universitas Negeri Malang, IndonesiaFollow
• Shirly Rizki Kusumaningrum, Graduate School, Universitas Negeri Malang, IndonesiaFollow
• Kee-Fui Turner Lam, National Tsing Hua University, Taiwan; Edu-Aequitas, SingaporeFollow
• Ence Surahman, International Intercollegiate PhD Program, National Tsing Hua University, Taiwan; Universitas Negeri Malang, IndonesiaFollow

Abstract

Dual coding theory (DCT) allows students to process information based on stimuli in the form of visual-verbal signals. This study aims to measure the relationship between the implementation of DCT on the process of Teaching & Learning. An experimental approach involving 101 students was used. The results showed that the DCT theoretical approach can be used to improve the language learning process. The research findings also showed that the learning strategies correlation coefficient is positive 0.826** which means that DCT has a very strong relationship with learning outcomes. In addition, the variables of gender and learning strategies demonstrated a positive relationship to learning outcomes with a positive correlation coefficient of 0.448**. Future studies are expected to consider several variables other than demographic variables.

Recommended Citation

Kurniawan, Citra; Kusumaningrum, Shirly Rizki; Lam, Kee-Fui Turner; and Surahman, Ence (2022) "Improving Language Teaching and Learning Process with Dual Coding Theory Approaches," Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 7: No. 8, Article 1.
DOI: https://doi.org/10.17977/2502-471X.2386
Available at: https://citeus.um.ac.id/jptpp/vol7/iss8/1