C. Theoretical Framework
Reading is an active skill. When people read, they have a goal. They want to get idea or information from the written text. It means that whoever
people are need comprehension to get the main idea of a reading text. Especially, for English Education Department students, they will have a lot of
reading texts material even less reading is the main subject which they have to be mastered. Therefore, the ability in reading plays significant role for
them to gain success in their academic achievement. However, reading comprehension becomes a problem among the students when they face a
reading text. Reading comprehension which can be seen from their achievement
relates to English acquisition. One of factors affected language acquisition is learning styles. Learning styles relates to reading achievement because the
ways students prefer to learn determine their comprehension. She or he feels comfortable in absorbing, acquiring, pereceiving, and processing the
information with her or his own way. Those factors make learning styles relate to reading comprehension. Despite of the students have the
combination of learning styles, they usually have a dominant learning style or their own preference style.
The students who have visual learning style, they will prefer to learn by reading a book by themselves. They will have much interaction with
visual and books rather than other learning styles. It means that they will use to read and automatically they will have better comprehension in reading.
Meanwhile, students who have auditory learning style, they prefer to listen or hear something from people. They will have better comprehension by hearing
rather than reading. It can be said that auditory learners generally will have less comprehension in reading rather than visual learners. And then,
kinesthetic learners prefer to learn by touching and doing. They really like doing experiment when they are learning. Movements are their oriented to
learn best. It means that their preferences are in play with the physical parts rather than reading or looking at diagrams about how it works.
As the result, the comparison of learning style; visual, auditory and kinesthetic needs to be investigated. It is considered and believed that if every
student has different preferred ways of absorbing information or knowledge, it means that they have different achievement.
D. Hypothesis
Based on the theories provided above, it is formulated a hypothesis as follows:
1. H
a
Alternative Hypothesis H
a =
There is any significant difference of students’ reading comprehension based on their learning styles; visual, auditory and
kinesthetic. 2. H
Null Hypothesis H
0 =
There is no significant difference of students’ reading comprehension based on their learning styles; visual, auditory and
kinesthetic.
In summary, the hypothesis towards the study based on theories from some experts elaborated above is Ha, it can be said that there will be a
significant difference of students reading comprehension based on their learning styles; visual auditory and kinesthetic. Hence, it means that learning
styles is one of factors affected students’ comprehension.
26
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of Research
The writer conducted the research at UIN Syarif Hidayatullah Jakarta that was located at Jalan Ir. H. Juanda Ciputat Tangerang Selatan. The research was
held from June 16
th
to July 16
th
, 2014.
B. Research Method and Design
This study is quantitative methods, using a causal comparative research design.
“The basic causal comparative is retrospective causal-comparative research, which starting with effects and investigating causes.
”
1
Causal comparative is sometimes called ex post facto, which
come from Latin for “after the fact”, because both the effect and the alleged cause have already occurred and
must be studied in retrospect. According to Donald Ary, et al. stated that causal comparative research purpose is to investigate cause-and-effect relationships
between independent and dependent variables
.
2
Similarly, based on Emzir causal comparative is a descriptive research which describes the existing phenomena and
determines the reason or causes of the phenomena.
3
“The purpose of comparative studies is to investigating the relationship between one variable and another variable by simply examining whether the value
of dependent variable in one group is different from the value of dependent variable in other group.
”
4
In other word, causal comparative method examines the
1
L.R Gay, Geoffrey E. Mills and Peter Airasian, Educational Research, London: Pearson Education International, 2009, p. 218.
2
Donald Ary, et.al, Introduction to Research in Education 8
th
Edition, Canada: Wadsworth, 2010, p. 332.
3
Emzir, Metodologi Penelitian Pendidikan Kuantitatif Kualitatif, Jakarta: PT RajaGrafindo Persada, 2008, P. 121.
4
James H.M and Sally Schumacer, Research in Education Evidence-Based Inquiry 6
th
ed, Boston: Pearson Education, 2006, p. 219.
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