An Effectiveness Of Vark Questionnaire In Determining The Most Suitable Teaching Method For Private Course Student : A Case Study

REFERENCES

Arikunto, Suharsimi dan Safruddin A.J., Cepi. (2014). Evaluasi Program Pendidikan: Pedoman Teoritis Praktis bagi Mahasiswa dan Praktisi Pendidikan. Jakarta : Rineka Cipta.

Bachman, L. and A.D, Cohen. (1998). Interfaces Between Second Language Acquisition and Language Testing Research. Cambridge : Cambridge University Press.

Bennett, W.A. (1968). Aspects of Language and Language Teaching. London : Cambridge University Press.

Brumfit, C. and Carter. (1986). Literature and Language Teaching. Oxford : Oxford University Press.

Cassidy, S. (2006). Learning Style and Student Self-Assesment Skill. Retrieved from http://emeraldinsight.com/0040-0912.htm. Accessed on March 5th, 2016 11.13 am.

Creswell, J.W. (2014). Research Design. Los Angeles : SAGE Publications Inc. Fleming, N. (2016). VARK : A Guide to Learning Styles. Retrieved from

http://vark-learn.com/introduction-to-vark/the-vark-modalities. Accessed on April 15th, 2016 10:49 am.

Fleming, N. & D, Baume. (2006). Learning Styles Again : VARKing up the right tree!. Educational Developments, SEDA Ltd. Issue 7.4. Nov. 2006. p4-7. Habrovanska, Z. (2014). The Mutual Influence of an Adult Learner and a Beginning

Tutor in One-to-One Classes : A Case Study Based on Learning Style Preference. A bachelor thesis to Masaryk University : Unpublished.

Harefa, Y. (2009). Foundation Course in English Teaching Methods. Medan : USU Press.

Istiana. (2014). Psikologi Pendidikan. Medan : UMA Press.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford : Oxford University Press.

Nunan, D. (2003). Practical English Language Teaching. Singapore : Mc Graw Hill. Prawira, P.A. (2014). Psikologi Pendidikan dalam Perspectif Baru. Yogyakarta :

Ar-Ruzz Media.

Saadi, I.A. (2012). An Examination of the Learning Styles of Saudi Preparatory School Students who are High or Low in Reading Achievement. A thesis for the degree of Doctor of Philosophy to Victoria University : Unpublished.

Schmeck, R. R. (1988). Learning Strategies and Learning Style. New York : Plenum Press.

Sims, R. R. & S, J. Sims. (1995). The Importance of Learning Styles. London : Greenword Press.

Susanto, A. (2013). Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta: Prenadamedia Group.

CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

The writer used quantitative method in this research. According to Creswell (2014 : 155) says, “Quantitative is numeric description of trends, attitudes or opinions of a population by studying a sample of that population. From the result of sample, the researcher generalizes or draws and identifies the inferences to the population or sample. It is to test the impact of a treatment on an outcome.” From that, the writer used quantitative method because the writer examined the characteristics of student’s learning style accurately with the help of VARK questionnaire and then determined the most suitable teaching methods whether there are enhancement result or not in processing the learning outcomes based on before and after using the most suitable teaching methods based on VARK and the writer wants to compare the result of test viewed on scores, pre test and post test.

The writer designed the teaching method based on the student’s result of VARK questionnaire in determining the student’s learning style. If they are include visual learning style, the writer uses maps, charts, graphs, diagrams, brochures, highlighters in different color/font and pictures in teaching methods. If they are include aural learning style, the writer designs the teaching methods by discuss the topics with students and teacher, use a tape recorder, use stories and jokes, debates, arguments, conversations, seminars, music and the key are always talking and speaking and also questioning and answering. If they are include read/write learning style, the writer uses lists, essays, reports, textbooks, printed handouts, web pages like Google and Wikipedia, taking notes and use PowerPoint in serving

presentations. And last, if they are include kinesthetic learning style, the writer uses field trips, trial and error, doing things practically (physical activity), examples, laboratories and collecting of samples in teaching methods.

The writer also designed the various of the teaching methods based on eight teaching methods by Larsen-Freeman (2000) that applied as suited from the result of the student’s learning style.

3.2 The source of data

There are two kinds of source of data, primary source of data and secondary source of data to support of this thesis. The primary source of data are collected from the sample is the writer’s private course, Haddist Cherya, a junior high school student who studies at Private Junior High School Al- Musabbihin live at Tasbih Residential block YY no. 56 Setiabudi that the writer classified the student into one of four types in learning style based on VARK questionnaire.

The secondary source of data is found from various sources like books, e-books and internet which have relation to the problem in this thesis. The writer are also marked and rewrote some opinions, statements and theories from some experts related in language learning, language teaching, psychology education and testing and learning outcomes.

3.3 Techniques of Collecting Data

Collecting data is the process of gathering and measuring information on the variables of interest in an established systematic fashion that enables to answer the research questions statement, hypotheses and evaluation outcomes. There are the techniques of collecting data such as :

1. Questionnaire

The questionnaire that the writer used is from Fleming’s web ( www.vark-learn.com), the VARK questionnaire Version (7.8). It consists of the student’s learning style. It aims to know what methods should be used by the writer during teaching-learning process. The data are totally 16 questions which can choose more than 1 answer in 1 question depends on the student’s perception if the student think both of the answers represent what on the student’s mind is if they were in that condition or position.

2. Tests

The tests are formed in written (multiple choice) and verbal-spoken (orally). Tests are the measurement in teaching method that used and related to learning outcomes. The tests related to the English materials that the writer has taught. The writer used pre test and post test to know there are enhancement as the student’s learning outcomes.

3. Scores

Scores is a summary of the evidence contained in an examinee’s responses to the items of a test that are related to the constructs being measured. In this thesis, the writer determined the student’s learning style based on the VARK questionnaire scoring chart and also gave the scores related pre test and post test to know there are enhancement in student’s learning outcomes.

Question a category b category c category d category

1. K A R V

2. V A R K

3. K V R A

4. K A V R

5. A V K R

6. K R V A

7. K A V R

8. R K A V

9. R A K V

10. K V R A

11. V R A K

12. A R V K

13. K A R V

14. K R A V

15. K A R V

16. V A R K

The VARK Questionnaire Scoring Chart Source : http://vark-learn.com

The student must answer 16 questions which can choose more than 1 answer in 1 question. VARK questionnaire has a certain pattern in formed answering questions like the tables above. The criteria of student’s learning style have been determined in the tables. The students must circle as suited their answer. If the students choose to answer (a) then circle the column (a) category appropriates with

the number of question. And also if the students choose to answer b, c or d, the students must circle the column a category appropriates with the number of question. The students can circle more than one if a single answer does not match in student’s perception and ignore the question that does not comply with student’s answers but the total of blank answers must at least just two questions because more than that will make the results become ambiguous. Then, the writer counted the number of each of the VARK letters that the student has circled to get the preference of student’s VARK learning style category.

The writer also gave the scores in pre test and post test to know the student’s learning outcomes scores. The writer gave 40 questions in pre test and post test with almost the same patterns of questions. The scores that the writer used are :

Interval Letter Predicate

81 – 100 A Excellent

61 – 80 B Good

41 – 60 C Average

21 – 40 D Below average

< 20 E Poor

The criteria of the scores

Source : Arikunto dan Cepi (2014 : 35)

3.4 Techniques of Analyzing Data

The data was collected by doing field research with case study method. In doing the research, the writer analyzed and showed the relation of using VARK questionnaire in determining the most suitable teaching English, whether VARK are

reliable and applicable in determining the most suitable teaching method based on the result of student’s VARK questionnaire by divided the learners into one of four types in learning style and showed the result of the tests before and after using the most suitable teaching methods viewed in learning outcomes scores whether there are enhancement or not.

There are the steps of the writer was done in analyzing data as follows : 1. Gave pre test to the student and showed the result.

2. Collected the data from the result of the student’s VARK questionnaire in answering 16 questions from www.vark-learn.com.

3. Identified what the student’s learning style based on the result of the student’s VARK questionnaire.

4. Designed the most suitable teaching methods for the student related the English materials based on the student’s VARK.

5. Gave post test related the English materials has taught to the student. 6. The writer collected the student’s answers.

7. Compared the result of the tests before and after using the most suitable teaching methods and made conclusion.

CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Analysis of Teaching-Learning Process 4.1.1 Profile of the student

As we know before, the more activities from the parents make them prefer to choose and send their children into some courses. It aims to prepare and complete their children’s knowledge about the lessons. Mostly of the parents prefer to choose and take their children into part of private courses. Their parents have the reason to their children become focus and freely to accept the lessons without feeling any boundaries and limiting to talk. Mostly of children feel hard to get their concentration if they learn together in a big or small groups because they are feeling no chance and any limiting to talk and feeling ignored among any other students so they choose to join in private class that the teacher can come in their home.

The writer made a research on the writer’s private course student about English teaching method according to the student’s preference of learning style with using VARK questionnaire. Here, the writer observed the teaching-learning activities on the writer’s private course student, Haddist Cherya P.R, a junior high school student grade 8 at Private Junior High School Al-Musabbihin, Tasbih Residential, Medan.

To support the techniques and methods in English teaching-learning process, there are some facilities that help the teacher to get succeed in teaching the learners to understand the target language that is English. The writer’s guidance are VARK questionnaire that observed the student’s preference of learning style through the

eight the techniques and methods of teaching-learning based on Larsen-Freeman in which approaching in the student’s preference of learning style.

4.1.2 Research Day

The research day was on June 30, 2016. At 1 o’clock, the writer was already in the student’s home. The writer was assisted by VARK questionnaire to determine the student’s learning style, the writer also brought some kind of the materials from home during the teaching day are like the videos that related to the lesson will be teach, pictures and posters that can hang on the wall. The research was carried out for seven days in a row.

In the first day, the writer wanted to know the student’s preference of learning style, then in this day, the writer brought VARK questionnaire that has been determined, those are 16 questions. The student can circle more than one if a single answer does not match in the student’s perception, and can leave blank to the questions just for two questions limitedly. There are the patterns in fulfilling to answer the questions.

Question a category b category c category d category

1. K A R V

2. V A R K

3. K V R A

4. K A V R

5. A V K R

6. K R V A

8. R K A V

9. R A K V

10. K V R A

11. V R A K

12. A R V K

13. K A R V

14. K R A V

15. K A R V

16. V A R K

The VARK Questionnaire Scoring Chart Source : http://vark-learn.com

In question number 1, You are helping someone who wants to go to your airport, the center of town or railway station. You would:… On this question, the student answered b (tell her the directions) that means the answer b is the category of aural/auditory.

Question number 2, A website has a video showing how to make a special graph. There is a person speaking, some lists and words describing what to do and

some diagrams. You would learn most from:… On this question, the student

answered d (watching the actions) that means the answer d is the category of kinesthetic.

Question number 3, You are planning a vacation for a group. You want some feedback from them about the plan. You would:… On this question, the student answered a (describe some of the highlights they will experience) that means the answer a is the category of kinesthetic.

Question number 4, You are going to cook something as a special treat. You would:… On this question, the student answered c (look on the internet or in some cookbooks for ideas from the pictures) that means the answer c is the category of visual.

Question number 5, A group of tourists want to learn about the parks or

wildlife reserves in your area. You would:… On this question, the student answered c

(take them to a park or wildlife reserve and walk with them) that means the answer c is the category of kinesthetic.

Question number 6, You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision?. On this question, the student answered c (it is a modern design and looks good) that means the answer c is the category of visual.

Question number 7, Remember a time when you learned how to do something

new. Avoid choosing a physical skill, eg. riding a bike. You learned best by:… On

this question, the student answered a (watching a demonstration) that means the answer a is the category of kinesthetic.

Question number 8, You have a problem with your heart. You would prefer

that the doctor:… On this question, the student answered b (used a plastic model to

show what was wrong) that means the answer b is the category of kinesthetic.

Question number 9, You want to learn a new program, skill or game on a

computer. You would:… On this question, the student answered c (use the controls or

keyboard) that means the answer c is the category of kinesthetic.

Question number 10, I like websites that have:… On this question, the student answered d (audio channels where I can hear music, radio programs or interviews) that means the answer d is the category of aural/auditory.

Question number 11, Other than price, what would most influence your decision to buy a new non-fiction book?. On this question, the student answered b (quickly reading parts of it) that means the answer b is the category of read/write.

Question number 12, You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have:… On this question, the student answered d (many examples of good and poor photos and how to improve them) that means the answer d is the category of kinesthetic.

Question number 13, Do you prefer a teacher or presenter who uses:… On this question, the student answered a (demonstrations, models or practical sessions) that means the answer a is the category of kinesthetic.

Question number 14, You have finished a competition or test and would like some feedback. You would like to have feedback:… On this question, the student answered a (using examples from what you have done) that means the answer a is the category of kinesthetic.

Question number 15, You are going to choose food at a restaurant or café. You would:… On this question, the student answered a (choose something that you have had there before) that means the answer a is the category of kinesthetic.

Question number 16, You have to make an important speech at a conference or special occasion. You would:… On this question, the student answered c (write out your speech and learn from reading it over several times) that means the answer c is the category of read/write.

Total number of Visual has circled by student are 2, total number of Aural/Auditory has circled by student are 2, total number of Read/write has circled are 2 and then total number of Kinesthetic has circled are 10. So, from this result of

the data, the writer concludes that the preference of student’s learning style is Kinesthetic.

Kinesthetic refers to the perceptual preference related to the use of experience and practice. Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, either through concrete personal experiences, examples, practice or simulation. It includes demonstrations and simulations, as well as case studies, practice and applications. People with this preference learn from the experience of doing something, go to lab, take field trips, use trial and error methods, listen to real life examples, use hands-on approach and they value their own background of experiences and less so, the experiences of others. When studying, the writer puts examples in note summaries, use pictures and photos to illustrate, write practice answers and make the role-play situation during teaching-learning process. Kinesthetic learning style comes up with Community Language Learning and Communicative Approach, the eight techniques and methods by Larsen-Freeman. In Community Language Learning, the teacher greets the students, the teacher tells the students what they are going to do, the students are invited to talk about how they felt during the conversation, the students share the sentences they have created with the rest of the class, the students have an opportunity to work on their English pronunciation, the teacher puts pictures, posters and maps on the blackboard or wall and the student answers questions, the students reconstruct the conversation they have created, they create a new dialog using words they have learned to say during their conversation, the teacher corrects by repeating correctly the sentence the student has created, and the students are once again invited to talk about the experience they have had. In Community Language Learning, the techniques are included tape recording student conversation, transcription, reflection

on experience, reflective listening, human computer, and small group tasks. In Communicative Approach, the teacher distributes a handout that has a copy (authentic material), the teacher gives the student the directions for the activity in the target language, the students are given a passage (a text) in which the sentences are in a scrambled order, the students are to do a role play, the students have an opportunity to express their ideas and opinions and the students listen to a debate on the radio or watch it on television. But, it also possibly to the other techniques and methods by Larsen-Freeman will be included and involved.

In the second day, the writer brought the pre test as a first guidance and the first step for the writer in measuring any enhancement scores or not and compared it to the post test that will be held in the last meeting with the writer’s private student after the writer knew the student’s learning style and then applied some kind of techniques and method according to Larsen-Freeman in which approaching in the student’s preference of learning style. There are 40 questions that the writer made for the student. The questions are about the material that being taught by the writer which include: degree of comparison, giving and asking expression, giving prepositions of directions and quantifiers : countable and uncountable noun.

The third until the sixth meetings are about the teaching-learning day. The material was being taught by the writer which include: degree of comparison, giving and asking expression, giving prepositions of directions and quantifiers : countable and uncountable noun. The writer used some kind of media like video, pictures, posters, and maps that support the material would be teach. The lesson steps in sequence are as follows :

1. The teacher greets the student.

2. The teacher tells the students what they will be doing, what the teacher is going to do and what the student should do.

(The characteristic of Community Language Learning and Communicative Approach)

3. The teacher puts pictures, posters and maps on the blackboard or wall, displays a video, distributes a handout that has a copy and the student answers questions.

(The characteristic of Community Language Learning and Communicative Approach)

4. The students are to do a role play. They imagine that they are in that position or condition. The student tries to give the examples around them. (The characteristic of Communicative Approach)

5. The teacher acts out the dialog through the media have seen. (The characteristic of Total Physical Response)

6. The teacher repeats again.

(The characteristics of Audio Lingual)

7. The student has an opportunity to work on their English pronunciation. (The characteristic of Community Language Learning and Communicative Approach)

8. The teacher corrects by repeating correctly the sentence the student has created.

(The characteristic of Community Language Learning)

9. The students are once again invited to talk about the experience they have had and tried to understand to solve the case studies questions.

In the seventh day, the writer brought the post-test. The post test is a standard of comparison after pre test to know there are enhancement scores after the writer gave the two tests. There are 40 questions that the writer made for the student. The questions are about the material that being taught by the writer which include: degree of comparison, giving and asking expression, giving prepositions of directions and quantifiers : countable and uncountable noun.

To make the data of this thesis become valid, the writer put some approval letter from department and the student’s parent, the result from VARK questionnaire and some of the test papers from the two tests that the writer was done, pre test and post test in the appendices, in the end of this thesis.

4.2 Findings

The writer gave the student two tests, pre test and post test to know there are enhancement scores or not when the writer gave the student pre test before knowing the student’s preference of learning style and gave the student post test when the writer already knew the student’s preference of learning style from the result of VARK questionnaire. There are 40 questions between pre test and post test. The result from pre test was, the amount of correct answers are 32 from 40 answers and then the amount of false answers are 8 from 40 answers. And the total scores from pre test is 80 has shown a good comprehension with grade B. The result from post test was, the amount of correct answers are 34 from 40 answers and then the amount of false answers are 6 from 40 answers. And the total scores from post test is 85 has shown an excellent comprehension with grade A. From the two tests, pre test and post test that the writer was done and the result of research showed that VARK questionnaire is applicable because from the result both of the tests show that there are enhancement scores after the writer gave the student pre test and post test. This shows that VARK questionnaire helps the teacher to build and improve the scores of the student.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the analysis of the teaching methods and techniques applied on the writer’s private course student during the teaching-learning process, the writer could draw some conclusions of the analysis. The conclusions are answered the problems from the previous chapter.

The first question is about the result of student’s VARK questionnaire is kinesthetic. From VARK questionnaire, the writer found the total number of Visual has circled by student are 2, total number of Aural/Auditory has circled by student are 2, total number of Read/write has circled are 2 and then total number of Kinesthetic has circled are 10. So, from this result of the data, the writer concludes that the preference of student’s learning style is Kinesthetic.

The second question is about the most suitable teaching method related student’s learning style is approaching with kinesthetic learning style are Community Language Learning and Communicative Approach because these two methods are clearly suitable and match to the kind of kinesthetic learning style in which learn from the experience of doing something, go to lab, take field trips, use trial and error methods, listen to real life examples, use hands-on approach and they value their own background of experiences and less so, the experiences of others. When studying, examples in note summaries, use pictures and photos to illustrate, write practice answers and make the role-play situation during teaching-learning process. Those are included the parts of the methods and techniques in Community Language Learning and Communicative Approach that the techniques are included tape recording

student conversation, transcription, reflection on experience, reflective listening, human computer, small group tasks, using authentic materials, scrambled sentences and language games .

The third question is about the impact of VARK questionnaire towards student’s learning outcomes scores after pre test and post test and apply some kind of techniques and methods of teaching-learning based on Larsen-Freeman showed there are enhancement scores after the writer calculated the result from the two tests, pre test and post test. The result from pre test was, the amount of correct answers are 32 from 40 answers and then the amount of false answers are 8 from 40 answers. And the total scores from pre test is 80 has shown a good comprehension with grade B. The result from post test was, the amount of correct answers are 34 from 40 answers and then the amount of false answers are 6 from 40 answers. And the total scores from post test is 85 has shown an excellent comprehension with grade A. From that, the writer concludes :

- VARK questionnaire is as a guidance for the teacher to apply some kinds of techniques and principles in Language Teaching before the teaching-learning process will be held by knowing the student’s learning style at first.

- VARK questionnaire is applicable to improve the student’s scores because what the teacher teaches matched with the student’s preference of learning style. It becomes effective and efficient.

5.2 Suggestions

Being interested in doing research about the English teaching method on the writer’s private course student after knowing the student’s learning style by using VARK questionnaire, the writer would propose some suggestions as follows :

a. Before the teacher starts the teaching-learning process, the teacher should know about the student’s learning style by using VARK questionnaire so that it would be effective and efficient so the goals between the teacher and student in teaching- learning process can be achieved.

b. For the kinesthetic learning style, the writer suggests to bring the student into some parts of the student’s experience so that the student will be easy to understand the lesson because near around the student’s life and giving the examples like case studies as if brings the student into that position or condition. In showing the materials for kinesthetic, the writer uses the media like pictures, posters and maps on the blackboard or wall, displays a video, distributes a handout that has a copy because kinesthetic in during the teaching-learning process needs concrete personal experiences, examples, practice or simulation.

c. The analysis of English teaching method on the writer’s private course student in this thesis still needs further research, realizes that there are other three learning styles except kinesthetic like visual, aural/auditory and read/write with various techniques and method in teaching English are needed. The writer suggests the students of English Department who are interested in this field of study to do a further research particularly about the techniques and methods used.

d. This thesis is expected could become a reference for those who want to do further research in English teaching methods.

e. Last but not least, the writer realizes and admits that this thesis is still not perfect, should be improved in any parts of it, the writer cherishes and appreciates to anyone who criticizes and gives the suggestions on this thesis.

CHAPTER II

REVIEW OF LITERATURE

2.1 Relevant Studies

In writing this thesis and doing the research, the writer used some references from various sources based on some books, e-book, and internet to support the writer’s thesis. Based on the title of the writer’s thesis, it is about the teaching methods should be used by the teacher after knowing the student’s learning style whether Visual, Aural, Read/write and Kinesthetic helped by VARK questionnaire that mostly people know teaching method is really varied. In supporting the ideas of this study, some relevant thesis have been collected to supply relevant information to the topic, as follows :

Saadi (2012) used VARK questionnaire, a self-report, multiple choice test totally sixteen questions which gives respondents the option to choose more than one answer for each questions depends on the respondent’s perception in purpose to know about the relationship between learning styles and reading achievement in a cohort of preparatory school students in Jeddah, Saudi Arabia. Specifically, this study examined whether high or low reading achievement in grade seven and eight. The conclusion of this study after using VARK questionnaire is female students attained higher scores in reading than male students. The limited freedom of girls in Saudi society makes them just spend their time at home and give them opportunity to improve their skills in reading than boys.

Habrovanska (2014) used VARK questionnaire in purpose to know about the student’s learning style preference. The practical part of the thesis have been devoted to the activities and strategies created for the learner based on the result of VARK

questionnaire and to the learner’s progress. The tutor in fact did largely choose and create classroom activities according to the learner’s VARK results and did not consider the aspects of Oxford’s learning style survey that means VARK questionnaire is a media or catalyst that has a valid data or accurate and easy-to-use in determining the preference of student’s learning style.

A conversation between David Baume PhD FSEDA, higher Education Consultant and Neil Fleming, the designer of the VARK questionnaire and helpsheets (2006) that reported over 180.000 people have used VARK online from mid-March to mid-September 2006. From the report, UK and USA are the main two countries that become the most visitors start using VARK. The teacher investigates their student by using VARK to know their preferences of learning style. That means, VARK is really help and acceptable so far. There is nothing bad side of that.

2.2 Teaching

According to Nasution (1982 : 8) in Susanto (2013) says, “Mengajar merupakan segenap aktivitas kompleks yang dilakukan guru dalam mengorganisasikan atau mengatur lingkungan sebaik-baiknya dan menghubungkannya dengan anak sehingga terjadi proses belajar.” This definition of teaching gives us a guidance about the main function of teaching is providing a conducive situation while an active role in this activities is the students in accordance to find and solve the problem.

In teaching process, the teacher is as a facilitator or provider that guides his/her students in learning. Murwani (2006 : 62) in Susanto (2013) says, ”Dalam melakukan kegiatan mengajar, guru harus memberi kesempatan seluas-luasnya bagi siswa untuk belajar dan memfasilitasinya agar siswa dapat mengaktualisasikan

dirinya untuk belajar, dan yang belajar adalah siswa itu sendiri dengan kegiatannya sendiri.” In teaching process, the teacher is better taught the students by using the concept which is tend to students centered, because in this concept make the students to be more active and creative in teaching-learning process so that the classroom will be more attractive.

According to Nasution (2003: 184-185) in Susanto (2013), the concept of teaching consists of:

1. Generating and maintaining the students attention 2. Explain to the students what the expected results

3. Designing the students to recall the concepts, rules and skills that are prerequisites in order to understand the lessons will be given

4. Presenting stimuli with regard to the teaching materials 5. Provide guidance to the students in the learning process

6. Provide feedback to tell the students to determine whether he has really mastered the lesson material by giving a case

7. Assessing the students learning outcomes by providing additional examples to test and apply what they have learned so that it can be used in other things

8. Establish what is learned by providing exercises to apply what they have learned. In teaching, a teacher must also know the scope of teaching to avoid the mistakes in the teaching process. According to Burton in Wahab (2007 : 6) in Susanto (2013) says, "Teaching is the stimulation, guidance, direction and encouragement of learning." At first, stimulation, which means an effort to create or give motivation the students to learn something new that is creating something important to be learned. Second, guidance, it means helping the students to develop the abilities, skills, attitudes and knowledge to the maximum level for proper

adjustment to the environment and to encourage the students to break the limits they cannot through on their expectation and enthusiasm in achieving maximum learning. Third, direction, which means that teaching is not something random but teaching is an activity that aims which leads to the behavior that has been set. Fourth, encouragement of learning, it means helping the students in the variety of measures in accordance with what is directed by the teacher at the level of principle and purpose. Teaching will also include a description of the measures aimed at the teacher as an illustration of the teacher’s commitment to education.

2.3 Learning

Mostly people want to learn something because there is a self-interest for learning. According to Frandsen (1957) in Istiana (2014) says, “The reason of the person learns because there are encouragement or nature curious and want to investigate the wider world, the nature of the creative people and the desire to always go forward, the desire to gain sympathy, the desire to fix failure with doing new effort, the desire to get a sense of security, and the appearance of reward and punishment as the end in learning process.”

Schmeck (1988 : 3) mentions there are much definition of learning :

 From the experiential (or phenomenological) perspective, learning is defined by individuals engaged in learning. The learners (students) describe their experience of events involved in learning, learning can categorized in several different ways, that is, everyone’s experience of learning is not the same. One learner might describe learning as the literal retention of knowledge often achieved through repetition and recitation, while another might describe it as an interpretative process aimed at understanding reality.

 From the perspective when studying learning is behavioral. That means learning is an observable change in a person’s reaction to an equally observable stimulus situation. The change in reaction (i.e., in behavior) is traditionally said to be relatively permanent once it has been learned. In any educational setting, we expect student’s reactions to test events (e.g., examinations, essays, recitations) to change as a result of educational experiences.

 From the neurological perspective, learning is the process whereby the nervous system is transformed by its own activity. It is the ‘tracks’ left behind by thoughts, that is, neural activity changes the neurons that are active and that change is the structural basis of learning. The change occurs as a direct result of the neural activity itself, that is, as a direct result of processing information.

Gagne (1989) in Susanto (2013) says, “Belajar dapat didefinisikan sebagai suatu proses dimana suatu organisme berubah perilakunya sebagai akibat

pengalaman.” For Gagne, learning means a process to gain motivation in

knowledge, skills, habits and attitudes. Gagne also tells that learning is behavior through experiencing. Learning is about a process, an activity, not a result or purposes.

Winkel (2002) in Susanto (2013) says, “Belajar adalah suatu aktivitas mental yang berlangsung dalam interaksi aktif antara seseorang dengan lingkungan, dan menghasilkan perubahan-perubahan dalam pengetahuan, pemahaman, keterampilan dan nilai sikap yang bersifat relative konstan dan berbekas.” From that, we know that learning is something will be effect to our cognition and can change our skills and attitudes, we can be capable to apply what material we have learned in our daily life and we remembered that for a long time.

Educators should consider the development of the whole person as one of legitimate purposes of education. It stored and referenced more effectively by embedding them in the overall conceptual framework of the student rather than simply repeating the materials to learners until they are memorized or might just give them the materials and ask them to memorize it. Actually, we need simple repetition deceptively rewarding since something observable is accomplished, but what is accomplished might, in reality, contribute very little to the overall development of the individual. As a whole, Schmeck (1988 : 5) said that the definition of learning is integration of mental contents and functions to promote versatility and formation of individuality and personal identity that doing deliberate and consciously to gain a concept, understanding or new knowledge so that might the person has a change of consistent attitude include thinking, sensing and acting.

2.4 Psychology and Testing

In teaching-learning process, the teacher cannot ignore about the psychological of the learners because between psychology and education are integrated each other. Miller (1974) in Saam and Wahyuni (2012) says, “Psychology is the science that attempts to describe, predict and control mental and behavioral event.” In addition to studying the psychology except learn about human behavior, also seeks to describe, predict and control the mental events. At first, before the teacher starts to teach, teacher should know about the learner’s psychological whether the teaching method that used by them can acceptable or not for the learners as well as tests that will be given should be fit to the learner’s ability . Prawira (2014 : 32) mentions, “The method of psychological education consists of the questionnaire method, a clinical method, the case study method, experimental

method, technique guidance and counseling, etc.” To know the psychological of learner’s learning style, there are method that used in psychological education, one of them that the writer used in this thesis is questionnaire method. This method used the written question that refers to respondent.

In teaching-learning process, the teacher also gives the tests. Tests are divided into two types, there are in written and orally. Cohen (1998 : 91) says, “Tests that are relied upon to indicate the comprehension level of learners may produce misleading results because of numerous test-wise techniques that learners have developed for obtaining correct answer on such tests without fully or even partially understanding the text.” Prawira (2014 : 35) says, “In giving the tests, as a teacher should know about the principle of classroom tests which consist of :

1. Make sure that the kind of tests used are appropriate for its intended purpose

2. Make sure the tests are based on an explicit statement of the ability of the learners and are clearly related to learning outcomes

3. Involve learners in tests 4. Use a variety of test methods”.

In considering strategies for taking tests, there are two formats that consist of: indirect testing formats and direct testing formats. Indirect testing formats include multiple choice test formats and cloze test formats. Direct testing formats include summarization tasks, open-ended questions and compositions. In this thesis, the writer used multiple choice test formats because in this test is easier to conclude the result and identify correspondent in quick labeling in learning process. Taking give questions and answers are also include the test as verbal or orally.

2.5 Learning style

2.5.1 The definition of learning style

Kinsella (1995 : 171) in Nunan (2003) says, “Learning styles refers to an individual’s natural habitual, preferred ways of absorbing, processing, and retaining new information and skills.” These styles seem to persist regardless of the content we are trying to master (e.g., learning to fly an airplane vs. learning another language) or the method of instruction we are given (e.g., straight lecture vs. problem solving, small group work). Whether we know it or not we also have preferred ways of absorbing, processing, and retaining new information and skills. Learning styles stem from the learners themselves-their preferred ways of perceiving and processing information.

Learning style is defined as :

[…] the way each learner begins to concentrate on, process and retain new and difficult information. (Dunn et al, 1994. p.2)

This term mentions learning style adapted teaching that means applying the methods that correspond to the student’s style as revealed in a self-report learning style analysis. Teaching is based on the student’s identified style is thus one way to individualize instruction and is offered as a method to encourage and develop motivation.

2.5.2 Learning style instrument from Neil Fleming's VARK

Fleming (2006) introduced the categories of learning style into four types including learning style as visual, aural, read/write and kinesthetic. His VARK was launched in 1987. Fleming expanded a design of knowing learning style for helps the student or anyone who need further about their own learning style. VARK is designed to be a starting place for a conversation among teachers and learners about

learning. It also can be a catalyst to think and lead about the strategies for teaching to the learners by using some various methods that match with the learner’s learning style.

VARK stands for Visual, Aural, Read/write and Kinesthetic. In Fleming’s VARK, the students identified their learning style after they answer 16 questions from (www.vark-learn.com) questionnaire whether they have a tendency in learning style as visual (pictures, films, diagrams, graphs, charts, maps), aural (music, discussion, speech), read/write (make lists, notes and text, reading the books) and kinesthetic (practical exercises, examples, study cases, experiments : trial and error).

Basically, VARK learning style is expanded by learning style as visual, auditory and kinesthetic (VAK) created by Bandler and Grinder in 1970. Fleming added one learning style, read/write because there is a tendency in visual modality for read/write learners. The students need written word for example make a note for remember something after they see some kind of symbolic information from maps, diagram and charts so that specifically becomes 4 types of learning style, those are : visual, aural, read/write and kinesthetic that abbreviated become VARK.

To identify the learning style, Fleming made the questionnaire that freely available from VARK web in www.vark-learn.com. This questionnaire is always continue expanding and has the new version is The VARK Questionnaire Version (7.8).

VARK questionnaire is including 16 questions reflected in daily situation because it reflected and answered based from our experiences, rather than from hypothetical situations. This questionnaire is making short in order to prevent the student’s survey fatigue. In every number provided 4 possible answers which every answer related with one learning style (V,A,R.K). In complete to answer the

questionnaire, the students can have more than one answer per question or ignore the question that does not comply with student’s answers but the total of blank answers must be at least just two questions because more than that will make the results become ambiguous.

1. Visual (V)

This preference includes the depiction of information in maps, spider diagrams, charts, graphs, flow charts, labeled diagrams, and all the symbolic arrows, circles, hierarchies and other devices that people used to represent what could have been presented in words. It includes designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey information. Whiteboard is used to draw a diagram with meaningful symbols for the relationship between different things that will be helpful for those with a Visual preference.

2. Aural / Auditory (A)

This perceptual mode describes a preference for information that is “heard or spoken.” Learners who have this as their main preference report that they learn best from lecturers, group discussion, radio, using mobile phones, speaking, and talking things through. The Aural preference includes talking out loud as well as talking to oneself. Often people with this preference want to sort things out by speaking first, rather than sorting out their ideas and then speaking. They may say again what has already been said, or ask an obvious and previously answered question. They have needed to say it themselves and they learn through saying it – their way.

3. Read/write (R)

This preference is for information displayed as words. Not surprisingly, many teachers and students have a strong preference for this mode. Being able to write well and read widely are attributes sought by employers of graduates. This preference emphasizes text-based input and output – reading and writing in all its forms but especially manuals, reports, essays and assignments. People who prefer this modality are often addicted to PowerPoint, the Internet, lists, diaries, dictionaries, thesauri, quotations and words. Note that most PowerPoint presentations and the Internet, Google and Wikipedia are essentially suited to those with this preference as there is seldom an auditory channel or a presentation that uses Visual symbols.

4. Kinesthetic (K)

By definition, this modality refers to the perceptual preference related to the use of experience and practice. Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, either through concrete personal experiences, examples, practice or simulation. It includes demonstrations and simulations, as well as case studies, practice and applications. People with this as a strong preference learn from the experience of doing something and they value their own background of experiences and less so, the experiences of others.

2.6 Methods and Techniques in Teaching-Learning

According to Larsen-Freeman (2000) says, “Methods serve as a foil for reflection that can aid teachers in bringing to conscious awareness the thinking that underlies their action.”

Larsen-Freeman (2000) states that there are eight teaching methods with techniques :

2.6.1 Grammar-Translation Method

The purpose of this method is to be able to read literature written in the target language. The characteristics of Grammar-Translation method are :

1. Students need to learn about the grammar rules and vocabulary of the target language.

2. The teacher is the authority in the classroom, the students do as the teacher says. 3. Students are taught to translate from one language to another.

4. Reading and writing are the primary skills. 5. Written tests and questions are the evaluation.

6. Teacher supplies the students with the correct answer, if they make errors or do not know an answer.

The techniques in Grammar-Translation method are : 1. Translation of a literary passage

Students translate a reading passage from the target language into their native language.

2. Reading comprehension questions

Students answer questions in the target language based on their understanding of the reading passage.

3. Antonyms/synonyms

Students are given one set of words and are asked to find antonyms in the reading passage and synonyms for a particular set of words.

4. Cognates (spelling of sound patterns and memorize)

Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages and memorize words that look like cognates but have meanings in the target language.

5. Deductive application of rule (grammar rule and apply in some different examples)

Grammar rules are presented with examples. Students asked to apply it to some different examples.

6. Fill-in-the-blanks

Students are given a series of sentences with word missing. They fill in the blank with new vocabulary.

7. Memorization

Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.

8. Use word in sentences

The students make up sentences in which they use the new words to show that students understand the meaning and use of a new vocabulary.

9. Composition

The teacher gives the students a topic to write about in the target language. to create a composition, students are asked to prepare a precis of the reading passage.

2.6.2 Direct Method

The purpose of this method is learn how to communicate in the target language. The characteristics of Direct Method are :

1. The teacher and students are move like partners in the teaching-learning process. 2. The syllabus used is based upon situations or topics.

3. Students speak in the target language a great deal and communicate as if they were in real situations.

4. Grammar is taught inductively, students practice vocabulary by using new words in complete sentences.

5. Primary skills are spoken.

6. Vocabulary is emphasized over grammar. 7. Oral and written skills are as the evaluation.

8. The teacher tries to get students to self-correct whenever possible. The techniques in Direct Method are :

1. Reading aloud

Students take turns reading sections of a passage, play or dialog out loud.

2. Question and answer exercise

Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.

3. Getting students to self-correct

The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer the teacher supplied. The student knows their answer was wrong.

4. Conversation practice

The teacher asked individual students questions that contained a particular grammar structure. The students were able to ask each other their own questions using the same grammatical structure.

5. Fill-in-the-blanks exercise

The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.

6. Dictation

The teacher reads the passage three times. The first time the teacher reads, while the students just listen. The second time, the students write down what they have heard. The third time, the teacher read and asked the students check their work.

7. Map drawing

The students were given a map with the geographical features unnamed. Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature.

8. Paragraph writing

The teacher asked the students to write a paragraph in their own words about one subject matter. They could have done this from memory or they could have used the reading passage in the lesson as a model.

2.6.3 Audio-Lingual Method

The purpose of this method is to be able to use the target language communicatively. The characteristics of Audio-Lingual method are :

1. Teacher is a leader and students are imitators.

2. New vocabulary and structural patterns are presented through dialogs. The dialogs are learned through imitation and repetition.

3. Speech is emphasized than anything. 4. Pronunciation is taught from the beginning.

5. The target language is used in the classroom, not the student’s native language. The techniques in Audio-Lingual method are :

1. Dialog memorization

Students memorize the dialog through mimicry, students usually take the role of one person in the dialog and the teacher the other. after the dialog has been memorized, pairs of individual students might perform the dialog for the rest of the class.

2. Backward build up (expansion) drill

The teacher breaks down the line into several parts. The students repeat a part then following teacher’s cue, the students expand what they are repeating part by part until they are able to repeat the entire line.

3. Repetition drill

Students are asked to repeat the teacher’s model as accurately and as quickly as possible.

4. Chain drill

The teacher begins the chain by greeting a particular student, or asking him a question. That student responds then turns to the student sitting next to him. The first student greets or asks a question of the second student and the chain continues.

5. Single-slot substitution drill

The students repeat the line the teacher has given them, substituting the cue into the line in its proper place. The major purpose is to give the students practice in finding and filling in the slots of a sentence.

6. Multiple-slot substitution drill

The students must recognize what part of speech each cue is, or at least, where it fits into the sentence and make any other changes, such as subject-verb agreement.

7. Transformation drill

Students are asked to transform this sentence into a negative sentence from an affirmative sentence for example. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one or etc.

8. Question-and-answer drill

The students should answer the teacher’s questions very quickly. This gives students practice with the question pattern.

9. Use of minimal pairs

Students are first asked to perceive the difference between the two words and later to be able to say the two words. For example : ship/sheep.

10. Complete the dialog

Students complete the dialog by filling the blanks with the missing words.

11. Grammar game

The games are designed to get students to practice a grammar point within a context. Students are able to express themselves.

2.6.4 Silent Way

The purpose of this method is to be able to use the language for self-expression- to express their thought, perceptions and feelings. The characteristics of Silent Way method are :

1. The role of students is to make use of what they know, to free themselves of any obstacles and to actively engage in exploring the language.

2. The teacher sets up situations that focus student attention on the structures of the language.

4. Pronunciation is worked on from the beginning, vocabulary is somewhat restricted at first.

5. Meaning is made clear by focusing the student’s perceptions, not by translation. 6. The native language is also used during the feedback sessions.

7. Teacher may never give a formal test.

8. Teacher uses the student errors as a basis for deciding where further work is necessary.

The techniques in Silent Way are : 1. Sound-color chart

The chart contains block of color, each one representing a sound in the target language. the teacher, and later the students, points to blocks of color on the chart to form syllables, words and even sentences. The sound-color chart can be used to give them feedback on which sound they are making.

2. Teacher’s silent

The teacher gives just as much help as is necessary and then is silent. Or the teacher sets up an unambiguous situation, puts a language structure into circulation and then is silent.

3. Peer correction

Students are encouraged to help another student when he or she is experiencing difficulty. The teacher monitors the aid so that it is helpful, not interfering.

4. Rods

Rods can be used to provide visible actions or situations for any language structure, to introduce it, or to enable students to practice using it. By rods, the teacher allows students to be creative and imaginative and they allow for action to accompany language.

5. Self-correction gestures

In the class observed, the teacher put his palms together and then moved them outwards to signal to students the need to lengthen the particular vowel they were working on. In another instance, the teacher indicated that each of his fingers represented a word in a sentence and used this to locate the trouble spot for the student.

6. Word chart

The teacher points to words on the wall charts in a sequence so that they can read aloud the sentences the students have spoken. The colors from the sound-color chart are used helps the students with their pronunciation. The charts contain the functional vocabulary of English.

7. Fidel charts

The teacher points to the color-coded Fidel charts in order that students associate the sounds of the language with their spelling. For example, listed together and colored the same as the color block for the sound /ey/ are ay, ea, ei, eigh, etc.

8. Structured feedback

Students are invited to make observations about the day’s lesson and what they have learned. The teacher accepts the student’s comments in a nondefensive manner, hearing things that will help give him direction for where he should work when the class meets again.

2.6.5 Suggestopedia

The purpose of this method is to accelerate the process by which students learn to use a foreign language for everyday communication. The characteristics of Suggestopedia are :

1. The teacher is the authority in the classroom.

2. Suggestopedia course is conducted in a classroom which is bright and cheerful. 3. The teacher initiates interactions with the whole group of students and with

individuals right from the beginning of a language course. 4. Students feel relaxed and confident to learn the language. 5. Vocabulary and speaking communicatively are emphasized.

6. Evaluation is usually conducted on the student’s normal in classs performance not formal test

7. Error are corrected gently, with the teacher using a soft voice. The techniques in Suggestopedia are :

1. Classroom set up

The teacher creates a classroom environment which is bright and cheerful. The teacher should try to provide as positive an environment as possible.

2. Peripheral learning

The teacher puts posters containing grammatical information about the target language on the classroom walls, students will absorb the necessary facts effortlessly. The posters are changed from time to time to provide grammatical information that is appropriate to what the students are studying.

3. Positive suggestion

The teacher responsibilities to orchestrate the suggestive factors in a learning situation, thereby helping students break down the barriers to learning that they bring with them.

4. Choose a new identity

The students choose a target language name and a new occupation. The students have an opportunity to develop a whole biography about their fictional selves about hometown, childhood and family.

5. Role play

Students are asked to pretend temporarily that they are someone else and to perform in the target language and introduce themselves as if they were that person.

6. First concert (active concert)

The teacher has introduced the story as related in the dialog and has called student’s attention to some particular grammatical points that arise in it, she reads the dialog in the target language. The students have copies of the dialog in the target language and their native language and refer to it as the teacher is reading.

7. Second concert (passive concert)

The students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a normal rate of speed. The teacher is seated and reads with musical accompaniment.

8. Primary activation

The students playfully reread the target language dialog out loud, as individuals or in groups.

9. Creative adaptation

The students engage in various activities designed to help them learn the new material and use it spontaneously. Activities particularly recommended for this phase include singing, dancing, dramatizations and games.

2.6.6 Community Language Learning

The purpose of this method is to learn how to use the target languge communicatively. The characteristics of Community Language Learning are :

1. The role of teacher is primarily as a counselor.

2. Various activities are conducted, the students explore the language they have generated.

3. The teacher responds to the student’s feeling.

4. The interaction is teacher-student-centered with both being decision-makers in the class.

6. The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and writing.

7. The students allow to use their native language to make their meaning clear. 8. Teacher made classroom test would likely be more of an integrative test than a

discrete-point one (asked to answer a question which deals with only one point). 9. Teacher repeated correctly what the student has said incorrectly, without calling

further attention to the error.

The techniques in Community Language Learning are : 1. Tape recording student conversation

By giving students the choice about what to say and when to say it, students are in a good position to take responsibility for their own learning. Students are asked to have a conversation using their native language as the common language of the group. The students had a choice in what they wanted to say in the original conversation, it is easier for them to associate meaning with a particular target language utterance.

2. Transcription

The teacher transcribes the student’s tape recorded target language conversation. Each student is given the opportunity to translate his or her utterances and the teacher writes the native language equivalent beneath the target language words.

3. Reflection on experience

The teacher takes time during and/or after the various activities to give the students the opportunity to reflect on how they feel about the language learning experience, themselves as learners and their relationship with one another. Students

give their reactions, the teacher understands them—shows that the teacher listened carefully by giving an appropriate understanding response to what the student has said.

4. Reflective listening

The teacher reads the transcript while the students simply to their own voices speaking the target language on the tape or students to mouth the words as the teacher reads the transcript.

5. Human computer

Students ‘in control’ of the teacher when they try to say the word or phrase. The teacher does not correct the student’s mispronunciation, the teacher consistent repeating the word or phrase clearly that the student self-corrects as the students try to imitate the teacher’s model.

6. Small group tasks

Students working in pairs made sentences with the different verb conjugations. Students can learn from each other and can get more practice with the target language by working in small groups.

2.6.7 Total Physical Response Method

The purpose of this method is to enjoy their experience in learning to communicate in a foreign language, to reduce the stress people feel when studying foreign languages and encourage students in their study. The characteristics Total Physical Response method are :

1. Teacher is the director of all student behavior. 2. Students are imitators.

3. The interaction is characterized by the teacher interacts with the whole group of students and individual students.

4. Formal evaluations is conducted simply by commanding individual students to perform a series of action.

5. Teachers should be tolerant and correct the errors. The techniques in Total Physical Response are : 1. Using commands to direct behavior

The commands are given to get students to perform an action, the action makes the meaning of the command clear. At first, to clarify the meaning, the teacher performs the actions with the students. Later the teacher directs students alone. The student’s action tells the teacher whether or not the students understand.

2. Role reversal

Students command their teacher and classmates to perform some actions. Students should not be encouraged to speak until they are ready.

3. Action sequence

The teacher commands the students to point the door, walk to the door and touch the door. The students learn more and more of the target language, a longer series of connected commands can be given, which together comprise a whole procedures.

2.6.8 Communicative Approach

The purpose of this method is to enable students to communicate in the target language. The characteristics of Communicative Approach are :

1. Teacher is facilitator in the classroom, sometimes also as a co-communicator. 2. Students use the language a great deal through communicative activities such as

games, role plays and problem-solving tasks.

3. Teacher gives students an opportunity to express their ideas and opinions. 4. Language functions might be emphasized over forms.

5. Teacher evaluates not only the student’s accuracy, but also their fluency.

6. Teacher may notes the error during fluency activities and return to them later with an accuracy based activity.

The techniques in Communicative Approach are : 1. Authentic materials

Communicative approach takes the use of language materials authentic to native speakers of the target language. The teacher uses a real examples of materials.

2. Scrambled sentences

The students are given a passage (a text) in which the sentences are in a scrambled order. The students learn how sentences are bound together at the suprasentential level through formal linguistic devices such as pronouns, which make a text cohesive and semantic propositions which unify a text and make it coherent.

3. Language games

The students find the games are enjoyable and give students valuable communicative practice. The example of language games is card game which played in the group.

4. Picture strip story

The students in a small group showed the first picture of the story to the other members of the group and asked them to predict what the second picture would look like. The students can share information or work together to arrive at a solution. This gives students practice in negotiating meaning.

5. Role play

Role plays give students an opportunity to practice communicating in different social contexts and in different social roles. Teacher tells the students who they are and what they should say (very structured) or the teacher tells the students who they are, what the situation is and what they are talking about, but the students determine what they will say (less structured).

2.7 Learning outcomes

Learning outcomes are the changes that happen to the learners, whether it involves cognitive, affective and psychomotor as a result of learning activities. Nawawi in Brahim (2007: 39) in Susanto (2013) Dasar says, “Hasil belajar dapat diartikan sebagai tingkat keberhasilan siswa dalam mempelajari materi pelajaran di sekolah yang dinyatakan dalam score yang diperoleh dari hasil tes mengenal sejumlah materi pelajaran tertentu."

Learning outcomes are the ability acquired after the learners through learning activities. Because learning is a process of a person who tried to obtain a form of behavioral changes are relatively fixed. In the teaching-learning process, teachers will set learning objectives. The students who succeed in learning are reaching the learning goals. To determine whether learning outcomes are achieved in accordance with the desired destination can be known through the evaluation. Sunal (1993 : 94) ) in Susanto (2013) says, “Evaluasi merupakan proses penggunaan informasi untuk membuat pertimbangan seberapa efektif suatu program telah memenuhi kebutuhan siswa." Having conducted an evaluation or assessment can be used as a feedback or follow-up or measure the level of progress of the learners' learning achievement.

Djamarah and Zain (2002 : 120) in Susanto (2013) defines that the learning outcomes have been achieved if it has fulfilled two indicators are:

1. The capability of absorbing the teaching materials reach high achievement 2. The behavior outlined in the teaching objectives have been achieved by the

CHAPTER I INTRODUCTION

1.1 Background of the study

Nowadays, not only Indonesia but some countries in the world use English as the international language. English becomes an important language and mostly people start to think how being advance like their first language. The need for being advance in English makes them in focusing learning English. Many ways of mostly people do to gain the best ways in learning English. One of the ways is the people prefer to choose private course to be more concentration in learning English. Bennett (1968 : 71) says, “In most teaching situations, teachers and students face one another. Efficiency of teaching demands that communication be one-way.”

Nunan (2003) said that a language teaching method is a single set of procedures in which teachers are to follow in the classroom. Methods are also usually based on a set of beliefs about the nature of language and learning. For many years, the goal of language pedagogy was to find the right method, a methodological magic formula that would work for all learners at all times. Methods contrast with approaches, which are more general that can include a different procedures in teaching English. In determining a method, we can use curriculum development, includes all of the planned learning in educational setting. Curriculum has three main subcomponents : syllabus design, methodology and evaluation. Syllabus design has to do with selecting, sequencing and justifying content. Methodology has to do with selecting, sequencing and justifying learning tasks. At last, evaluation has to do with how well students have mastered the objectives of the course and how effectively the course has met their needs.

vii ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim,

Alhamdulillah, all praises go to Almighty Allah SWT who has guided me to every success that I have had throughout my life. Without his blessing, I would not be able to achieve any good things in this life include in completing this thesis as one of the requirements to get my first degree from English Department, Faculty of Cultural Studies, University of Sumatera Utara. Peace and blessing be upon the prophet Muhammad saw who brings us the brightness life until this time.

I would like to express my deepest thanks and gratitude to the Dean of Faculty of Cultural Studies, Dr. Budi Agustono, MS. Thanks to the head of English Department, Dr. H. Muhizar Muchtar, MS, and the Secretary of English Department, Rahmadsyah Rangkuti, M.A. Ph.D and to all the lecturers of English Department for all assistances, valuable knowledge and motivation during my academic year.

I also should say many thanks to my Supervisor, Dr. Roswita Silalahi, Dip. TESOL, M.Hum, who have provided valuable time, expertise, guidance and challenged me to do my best. Gratitude and appreciation are also dedicated to my Co-supervisor, Drs. Yulianus Harefa, MEd TESOL who always support me to finish my thesis.

My deepest gratitude is also goes to my father, Endang Gunawan and my mother, Darmayanti who always support, unceasing prayers, taught me to be always humble and patient in doing anything and good wishes provided me with high motivation to finish my thesis immediately.

Warm special appreciation goes to my brother and sisters ; Yogi, Ucha and Oliv who give me all support I needed when I am stuck in writing and finishing my thesis.

To all my friends, thank you for being the person who understand me in my bad mood during the process of writing this thesis, encourage me to continue and finish my thesis when I am lulled by the time and spare the time to do the happy and precious things I never forget in my life in relieving the boredom temporarily during the process of writing this thesis.

In writing this thesis, I admit that this thesis is far from being perfect even though I think that what I have done is my best so I really need suggestions for this thesis. Without any helps and support from all participants, this thesis would not be completed. Finally, I must say many thanks to those who have involved in finishing this thesis and I hope this thesis would be useful for the readers and next researchers in the future.

Medan, July 2016 The Researcher,

Yoana Tasya Fietra 120705104

ix ABSTRAK

Skripsi ini berjudul An Effectiveness of VARK Questionnaire in Determining The Most Suitable Teaching Method for Private Course Student. Bertahun-tahun, tujuan pengajaran bahasa adalah menemukan metode yang tepat. Sebagai seorang guru, harus memahami bagaimana mengajar murid dengan cara yang baik dengan memilih metode yang tepat. Saya menggunakan kuesioner VARK versi (7.8). untuk mengetahui metode pengajaran apa yang paling tepat digunakan untuk murid berdasarkan gaya belajar murid. VARK adalah jenis tes psikologi yang memiliki beberapa pertanyaan berdasarkan perilaku manusia, sikap dan kebiasaan kebanyakan orang jika mereka berada di suatu masalah atau posisi. Dalam hal ini, saya berusaha menganalisis adakah peningkatan skor atau tidak dari pre test dan post test yang saya berikan kepada murid les privat saya, Haddist Cherya, yang bersekolah di SMP Swasta Al-Musabbihin, Perumahan Tasbih, Medan yang memiliki gaya belajar kinestetik. Tentunya, setelah saya mendapatkan hasil gaya belajar melalui jawabannya menjawab kuesioner VARK. Metode yang saya gunakan adalah Community Language Learning dan Communicative Approach karena dua metode ini sangat cocok dengan jenis dan karakteristik dari gaya belajar kinestetik. Saya menggunakan teori dari Bennett yang mengatakan bahwa sampai sekarang psikologi mempunyai bagian dalam mempelajari bahasa dan penggunaannya. Artinya, sedikit banyaknya psikologi mempunyai peran dalam proses belajar mengajar. Dalam menganalisis metode dan teknik yang digunakan, saya menggunakan Metode Kuantitatif, yaitu suatu metode yang menggambarkan dan mengidentifikasi kesimpulan untuk suatu populasi atau sampel. Selanjutnya, dalam menulis skripsi dan melakukan penelitian, saya menggunakan beberapa referensi dari bermacam-macam sumber yang berdasarkan pada buku-buku, e-book, dan internet. Disamping itu, saya juga melakukan penelitian langsung menjadi guru yang mengajar murid les privat saya, menemukan gaya belajar murid dan memberikan beberapa tes. Saya menghabiskan waktu selama seminggu untuk melakukan penelitian. Adapun hasil yang saya dapatkan setelah melakukan penelitian adalah adanya peningkatan skor ketika pengajar sudah mengetahui gaya belajar murid. Hal ini dapat terlihat dari hasil pre test dengan nilai 80 dengan menunjukkan hasil baik dengan nilai B dan hasil post test dengan nilai 85 dengan menunjukkan hasil baik sekali dengan nilai A. Ini menunjukkan bahwa VARK dapat dipergunakan untuk meningkatkan nilai murid.

Kata Kunci: Metode Pengajaran Bahasa Inggris, Kuesioner VARK, Gaya Belajar, Murid Les Privat

ABSTRACT

The title of this thesis is An Effectiveness of VARK Questionnaire in Determining The Most Suitable Teaching Method for Private Course Student. For many years, the goal of language pedagogy was to find the right method. As a teacher, must understand how to teach their student in a good way by selecting a suitable method. I used VARK questionnaire version (7.8). to know what the most suitable teaching method

will use for the student based on the student’s learning style. VARK is the kind of psychological test that has some questions based on human behavior, attitude and habit of the mostly people if they were in a problem or position. In this research, I try to analyze whether there are enhancement scores or not from pre test and post test scores that I give to my private course student, Haddist Cherya who studies at Private Junior High School Al-Musabbihin, Tasbih Residential, Medan that has kinesthetic

learning style. Of course, after I got the student’s learning style by answering VARK

questionnaire. The methods that I used are Community Language Learning and Communicative Approach because these two methods are clearly suitable to the kinds and characteristics of kinesthetic learning style. I used the theory from Bennett said that psychology has hitherto played little part in the study of language and its use. That means more or less there are the role of psychology in teaching learning process. In analyzing the methods and techniques that are used, I used the Quantitative method, that is drawing and identifying inferences to the population or sample. Furthermore, in writing this thesis and doing the research, I used some references from various sources based on some books, e-book, and internet. In addition, I also make a direct research to be the teacher who teach my private course

student, find the student’s learning style and give the tests. I spent one week to do the

research. The result that I found from my research shows there are enhancement

when the teacher is already know the student’s learning style. It showed from the

result of pre test is 80 has shown a good comprehension with grade B and the result of post test is 85 has shown an excellent comprehension with grade A. This shows that VARK can use to improve the scores of the student.

Keywords: English Teaching Methods, VARK Questionnaire, Learning Style, Private Course Student

xi TABLE OF CONTENTS

AUTHOR’S DECLARATION……… v

COPYRIGHT DECLARATION……… vi

ACKNOWLEDGEMENT………... vii

ABSTRAK……….. ix

ABSTRACT……… x

TABLE OF CONTENTS……….. xi

CHAPTER I INTRODUCTION 1.1 Background of the study………. 1

1.2 Problems of the study……… 4

1.3 Objectives of the study……….. 4

1.4 Scope of the study……… 4

1.5 Significance of the study……….. 5

CHAPTER II REVIEW OF LITERATURE 2.1 Relevant studies……….……….. 6

2.2 Teaching………... 7

2.3 Learning……… 9

2.4 Psychology and Testing……….... 11

2.5 Learning style 2.5.1 The definition of learning style………. 13

2.5.2 Learning style instrument from Neil Fleming's VARK ………...…. 13

2.7 Learning Outcomes……….... 33

CHAPTER III METHOD OF RESEARCH 3.1 Research Design……….... 35

3.2 The source of data……… 36

3.3 Techniques of Collecting data……….. 36

3.4 Techniques of Analyzing data……….. 39

CHAPTER IV ANALYSIS AND FINDINGS 4.1 Analysis of Teaching-Learning Process 4.1.1 Profile of the student………. 41

4.1.2 Research Day………. 42

4.2 Findings……… 50

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions……….. 51

5.2 Suggestions……….. 52

REFERENCES……….... 55