THE COGNITIVE PROCESS OF DIFFERENT GENDER IN WRITING ARGUMENTATIVE TEXT

Principally this research attempts to find out 1) the cognitive process of different gender in writing argumentative text, 2) The cognitive process manner of different gender in writing argumentative text, and 3) The factors affecting the cognitive process of different gender in writing argumentative text. The research is done by using descriptive qualitative design. The data source of the research is the twelfth grade of SMA Swasta Free Methodist which has eighty students and six students, three males and three females as the sample. The instruments for collecting data are observation and interview sheet. The data are analyzed by using Miles, Huberman and Saldana theory which are consisted of four activities such as data collection, data condensation, data display, and conclusions drawings/ verifying. The results of this research show that 1) the males’ cognitive process in writing occured by generating the ideas, organizing, setting goal, developing the ideas, and reading. Meanwhile, the females’ cognitive process occurred are generating ideas, organizing, setting goal, developing ideas, reading and editing. 2) the cognitive process manner of male students is conducted by brainstorming, then they outline the thinking ideas and read it to make sure. In the translating process, they tend to transform the ideas based on the generic structure of argumentative text. In the process of writing they read and edit words and sentences have been arranged well. In the end of their writing, they tend to read their writing result to make sure. While the female generated the ideas by brainstorming then, they developed the thinking points by outlining and the ideas are improved the quality by reading and revising the ideas. In the translating process, they tend to develop their writing by structuring it based on the argumentative generic structure without reading and editing because they tend to write it fluently. In reviewing, they read and edit the text and 3) the cognitive process factors of different gender affected by L1 writing ability, writing strategy, l2 langauge profiency and working memory capacity