STUDENT’S LEARNING STYLES IN LEARNING READING COMPREHENSION.

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STUDENT’S LEARNING STYLES IN LEARNING

READING COMPREHENSION

A THESIS

Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

SINTA SASMITA

Registration Number: 2123321091

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2017

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ACKNOWLADGEMENT

First and foremost, the writer would like to express the deepest gratitude to Allah SWT, the Almighty and the Most Beneficial for the Blessing, Grace, Guidance, and Mercy that have been given to the writer to complete this thesis entitled “Students’ Learning Style in Learming Reading Comprehension”. This Thesis has been written in partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) at the English and Literature Department, Faculty of Language and Arts, State University of Medan.

During the process of writing and conducting the research, the writer was assisted and supported by many people. This thesis cannot be accomplished without guidance, suggestion, and comment from them, for which the writer would like to express his sincere appreciation which directed to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department as well as his Reviewer.

 Dr. Meisuri, M.A., the Secretary of English Department.

 Dr. Siti Aisah Ginting, M.Pd., her Thesis Consultant I and Drs. Johan Sinulingga, M.Pd., her Thesis Consultant II.

 Marisi Debora, S.Pd., M.Hum. her academic consultant.

 Prof. Dr. Sri Minda Murni, M.S. and Dra. Masitowarni Siregar, M.Ed., the Reviewers, the writer is also very grateful to all lecturers who have taught, guided, and advised his throughout the academic years.

 Eis Sri Wahyuningsih, M.Pd and Mr. Pantes as the Administration Staffs of English and Literature Department who always helped the writer during his academic year.

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 H. M. Wahyu Amami K. J. D, M.Pd., the Headmaster of SMK Swasta Harapan Stabat who has gave the permission to conduct the research in the school. And also for students in IX AP 2 for their intention and participation during the research.

 Riyani, S.Pd., the English teacher who gives permission to conduct the research in the class as well as his evaluator of the media.

 Pasiyanto and Jumariah her beloved and super power parents who gave her love, prayer, moral and financial support in completing her education.  Hadi Atmoko and Ika Pertiwi, Am.Keb, her beloved brother and sister.  Heru Candra, SE. her beloved boy who give suuport in completing her

education.

 Her lovely best friends, Supra Cipto, S.Pd., Rizki Ramadhansyah S.Pd Yuli Astuti, S.Pd, Putri Widyaningsih, S.Pd, Novita Sari Lubis, Dessyana Nasution S.Pd and all of his friends and classmates in Extension C 2012 and also all alumni of Students’ Council of English and Literature Department, as his great class and great organization for the love and togetherness throughout four years.

Finally, the writer hopes this thesis would be useful for those who are read and interested in the field of this study.

Medan, Januari 2017 The Writer

SINTA SASMITA NIM. 2123321091

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TABLE OF CONTENTS

ABSTRACT ... i

PREFACE ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLE ... vi

LIST OF FIGURE ... vii

LIST OF APPENDIX ... viii

CHAPTER I INTRODUCTION ... 1

A. Background of Study ... 1

B. The Problem of Study ... 7

C. The Objective of Study ... 7

D. The Scope of Study ... 8

E. The Significance of Study ... 8

CHAPTER II REVIEW AND RELATED LITERATURE ... 9

A. Theoretical Framework ... 9

1. Learning Style……….9

a. Definition of Learning Style……….9

b, How Visual, Auditory, Kinesthetic Students’ Learning ... 14

c. Factors of Learning Styles ... 17

2. Reading ... 18

a. Definition of Reading ... 18

b. The Importance of Reading ... 19

c. Reading Purpose ... 19

B. Relevant Studies ... 20

C. Conceptual Framework ... 21

CHAPTER III RESEARCH METHODOLOGY ... 24

A. Research Design ... 24

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C. The Instruments for Data Collection ... 25

D. Techniques of Collecting Data ... 27

E. Techniques for Analyzing Data ... 28

CHAPTER IV RESULT AND DISCUSSION ... 29

A. Research Result ... 29

. 1. Data ... 29

2. Data Analysis ... 29

3. The Most Dominant Learning Styles in Reading Comprehension ... 30

4. Student’s Learning Style in Reading Comprehension ... 32

5. The Fastest Student’s Learning Style in Reading Comprehension... 36

B. Discussions ... 38

CHAPTER V CONCLUSIONS AND SUGESSTIONS ... 41

5.1 Conclusions ... 41

5.2 Suggestions ... 42

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LIST OF TABLES

Pages

Table 4.1 Students Learning Style in Reading Comprehension ... 31 Table. 4.2 Students who get the highest score from the test given ... 37

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vi_i

LIST OF FIGURE

Pages

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viii

LIST OF APPENDIX

Pages

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1 CHAPTER I INTRODUCTION

A. Background of study

Learning is one of the most important individual processes that occurs in organization, higher education, and training programs (Kimble & Garmezy 1963:2). Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice. It means that the behavior that occurred after certain learning probably settled. Someone’s capabilities will not be disappearing, but will keep developing even more when someone continues keep practicing.

There are some learning styles and every students the materials in different ways. The students are created differently. The teachers should know the types of the students learning style so the teacher know what the teaching strategy or teaching method each be applied in the teaching learning process in order to get the purpose of the teaching.

Based on the explanation above, it is important to educators or the teachers to understand the differences of the students’ learning style, so they can implement best practice strategies into their daily activities, curriculum and assessments. The students will get interest and comprehend if the teacher knows the students’ learning style.

In learning English language, there are four skills should be taught to the students. They are speaking, listening, reading and writing. Each has an important role to complete someone’s ability in using language. Reading is one of the skills

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that must be taught to the students. In fact the students’ difficulties in reading comprehension are affected by many factors, such as lack a vocabulary, the concept of the words, unfamiliar syntactical grammar, etc. Beside that the students feel monotonous and are not interesting when they are and learning reading from their teacher..

The learning styles can apply from any subjects such as speaking, reading, listening. In this study the researcher only focused on reading comprehension. The purpose is to make the easy the researcher and get the data from the receive skill.

There are different learning styles in teaching learning process. Three of the most popular ones are visual, auditory, and kinesthetic in which studentstake in information. Some students are visual learners, while others are auditory or kinesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes. Students learn in many different ways. Some students are visual learners, while others are auditory or kinesthetic learners. Visual learners learn visually by means of charts, graphs and pictures. Auditory learners learn by listeningto lecturesand reading. Kinesthetic learners learn by doing. Students can prefer one, two, or three learning styles. Because of these different learning styles, it is important for teachers to incorporate in their curriculum activities related to each of these learning styles so that all students are able to succeed in their classes. While we use all of our senses to take in

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information, we each seem to have preferences in how we learn best. In order to help all students learn, we need to teach to as many of these preferences as possible (Curasma: 2008).

There are two factors that influence students’ learning, namely internal and external factors. Internal factor is the factors which come from students themselves. Meanwhile, external factor is the factor which is outside of students. The examples of internal factors are the physical condition, skill, interest, intelligent and learning style. Meanwhile, the examples of external factors are family, friends, school, environment and learning strategy. The dominant factor

that influences students’ learning is learning style. It factor that determines the

success of learning is to know and understand that every individual has unique style of learning, they are visual auditory, or kinesthetic are different each other. Those learning style are most common. According Kolb’s (1984) experiential learning model (ELM) as a framework for understanding ways in which the learning process and individual learning styles can affect learning. Thus, the effective management of the learning process by faculties in institutions of higher education requires that they create environments that facilitate a productive learning climate. This chapter builds on this recent work by discussing the concept of learning, accepted principles of learning, and the importance of understanding individual learning differences in higher education. The chapter draws attention to what actually constitutes learning (that is, the learning process) and provides a brief discussion on adult learning theory and principles of learning. The chapter

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also discusses the importance of understanding how people learn and examines a model of experiential learning and thinking and learning styles.

Learning style is important for many reasons; however, there are three

vital ones. First of all, people’s learning styles will vary because everyone is

different from one another naturally. Secondly, it offers the opportunity to teach by using a wide range of methods in an effective way. Sticking to just one model unthinkingly will create a monotonous learning environment, so not everyone will enjoy the lesson. In other words, learning and teaching will be just words and not rooted in reality. Thirdly, we can manage many things in education and communication if we really recognize the groups we are called to. Of course, we may not know every detail; however, being aware of our students’ learning styles, psychological qualities and motivational differences will help us regulate our lessons appropriately and, according to the conditions (McCarthy, 1982; Felder, Silverman, 1988; Coffield et al., 2004).

The characteristics of learning style differs one learner from another, such as visual auditory and kinesthetic. It will helps learner to determine their strategies in learn certain subject. Strategies are general characteristics that differentiate one individual from another. It help learner to solve their problem in certain learning. Both learning style and strategies have strong influence in learning. Based on the explanation above, learning style and strategies have correlation and influence by each other. Students, who understand their learning style, will find certain

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strategies in learning certain subject and use it in effective way. It helps them to improve their achievement.

According to Sims (1993: 5), learning may not take place if the teaching is not structured to facilitate learning, even when the teaching mode is appropriate. Learning factors (principle) that will affect the learning of students and the success of teaching efforts are : setting the stage providing clear instructions and modeling appropriate behavior when emphasizing particular skills or competencies, increasing learning during teaching, providing active participation, increasing self-efficacy, matching teaching techniques to students’ self-efficacy, providing opportunities for inactive mastery, ensuring specific, timely diagnostic, and practical feedback, and providing opportunities for students to practice new behavior, and maintaining basic knowledge in particular areas-developing learning point to assist in knowledge retention, setting specific goals, identifying appropriate reinforce teaching students how to reinforce their learning and teaching students how to take responsibility for their own learning. These factors indicate that the instructor must ensure that the environment is made ready learning.

The purpose of learning style analysis is to identify student strategies for learning and to well them with instructional or training material, experiences, instruction, and methods that foster a high rate of return efficient, lasting achievement within a logical amount of time (Corbett & smith, 1984).

Reading is a part of language skills that needs to be increased by the students. Directed Reading Thinking Activity Strategy is used. The students have

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to be able to master the four basic skills of English which consists of speaking, listening, reading and writing. Reading is one of the four language skills taught in English language learning process besides listening, speaking and writing.

Comprehension is the main goal of reading skill is very important, the reader attempts to help the students to able to read and comprehend the text. The learners have to able to discover the meaning which is as the purpose of the text. The learner read to construct the meaning of the text by analyzing, learning and organization the information that is logic to the learners.

Reading comprehension is the ability to read text, process it, and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. There are a number of approaches to improve reading comprehension, including improving one's vocabulary and reading strategies.

It is observed that the ability of students are so low that it caused by several factors. First, it is very difficult to understand by the students to get the word, phrase and sentence. Second, finding the main idea of the text becomes the hard activity of the student because of the lack of vocabulary. Third, students are not accustomed to practice reading in the classroom every day. Lastly, teacher does not identify her students learning style. Teacher just give the text to the students, ask them to translate and answer the questions related to the text. On the

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other hand, it is found that teacher feel so hard to find out the students learning. In finding students’ learning style, teacher

The reality is the teachers feel so hard to teach their students based on the learning style. There are some ways that teacher must prepare such as material that support teaching learning process, the way she applies the material and how it could be the good entertainer to her students to provide the material. Whereas, if she provides the learning styles of the students, it will make teacher easily to provide the method for learning reading. Based on the factor mentioned above, the biggest problem are what are the types of students’ learning style of SMK Harapan Stabat, and what are the types of students’ learning style of XI grade in SMK Harapan Stabat.

Based on the explanation above, the researcher conducts the research that is title students’ learning styles in learning reading comprehension.

B. The problem of the study

1. What are the types of students’ learning styles of XI grade in SMK Swasta

Harapan Stabat?

2. What are the types of students’ learning styles which has higher

achievement in reading comprehension?

C. The objective of study

1. To describe the types of students’ learning styles of XI grade in SMK

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2. To explain of students’ learning styles which has higher achievement in

reading comprehension. D. The scope of study

The scope of study will be focused on students’ skill in reading comprehension by applying VAK ( visual, auditory, and kinesthetic

E. The significance of the study

The study is expected to have both theoretical and practical perspectives : 1. Theoretical Perspectives

a. The result of the research will be useful to improve the teaching learning process, especially in learning reading comprehension.

b. The result of this research can be used a reference for those who want to conduct a research about learning reading comprehension.

2. Practical Perspective a. For the teacher

The writer hopes that this research will be inspiring for English teacher to know student’s learning styles in learning reading comprehension.

b. For the students

This study also expected to encourage the students to know their learning style, especially in learning reading comprehension.

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41 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the analyzing data in the previous chapter, it could be drawn the conclusion of the present study which were designed to suit the objectives the study. This study was obtained to find out what is the most dominant learning style in reading at the eleventh grade students at SMK Swasta Harapan Stabat. There are three types of learning styles, visual, auditory and kinesthetic. The conclusion of the present study can be drawn as follows:

1. Auditory learning style is the most dominant learning style at the eleventh grade students at SMK Swasta Harapan Stabat, the percentage was 71,87%, it means 23 from 32 students prefer to hear than read and move. The second was kinesthetic learning style, score 21,88%, means that 7 from 32 students prefer to move. Then, visual learning style, the sore, 6,25%, means that only 2 students prefer to read. The main data gathered through questionnaire and observation.

2. Auditory learning style was the most dominant learning style, followed kinesthetic learning style 21,88% and visual learning style that has the lowest score 6,25%. For the fastest students in reading comprehension came from auditory students or auditory learners. They get score 69,56%, followed kinesthetic 21,74%, and visual 8,70%. The result showed that,

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students’ auditory learning style is the fastest in learning reading comprehension.

Means that 23 students as auditory learning style more comprehend from 32 students, it shown in figure 4.1.

B. Suggestion

The researcher gives some suggestion in this study. The suggestion is: 1) For the students

Hopefully by knowing their learning styles students are able to improve their ability in English speaking and also they can explore their strategies based on their learning styles. For students suggested to keep on motivating to improve reading comprehension, it can be better again, for students on their students learning style. Students must to try study be better again.

2) For the teachers

The English teacher of the tenth grade students at SMK Swasta Harapan Stabat was suggested to keep on motivating their students to improve their reading comprehension. It will be better again, if the English teacher teach their students based on their students learning style, may be it is good for their academic. Try to search the new technique to provide the material, until their students not feel bored with the explanation from their teacher. For the teacher must be better to teach English reading to

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students. Teacher can get more information. The English teacher should be improve their ability on learning styles, so that the students can comprehend what they had read.

3) For the other researchers

The reseacher are suggested to attempt to hold the same kind of research with different sample in applied learning style in order to know whether learning style can improve the student academic achievement in reading comprehension but the researcher suggested to be more creative in implementing this in reading comprehension, especially in comprehending the text. The researchers use some instrument to know the result.

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REFERENCES

Aminatum, Avinda (2013) “Gaya Belajar Peserta Didik Berprestasi AkademikKelas IV SD Negeri Sumber Rejo Metroyudan Magelang Jawa Tengan Tahun Akademik 2012/2013”.Thesis.Faculty of Science Education, Yogyakarta: State University of Yogyakarta

Brown, H.D (2000). Principle of language teaching and learning (4thed). White plains, NY : Longman.

Cuaresma, J. (2008). Learning Style Preferences and Academic Performance of PHEM Major at the University of Cordilleras. Unpublished

Undergraduate Thesis.. University of Cordilleras: Bagiou City.

Celce-marcia, M. (2001).Teaching English as a second or foreign language, (3RDed). Dewey publishing services : NY.

Dunn, R., & Griggs, S. A. (1995). Multiculturalism and learning style: Teaching and counseling adolescents. Westport, CT: Praeger.

Fleming, N.D. (2001) Teaching and learning styles :VAK strategies. VAK-Learn: Honolulu

Gilakjani, A.P (2012) “Visual, Auditory, Kinesthetic Learning Styles and Their Impact on English Language Teaching” .Journal of Studies in Education. 2(1), 104-113.

Harmer, J. 1998. How to teach English. Addison Wesley : Longman.

Honey, P. and Mumford, A. 1986. Manual of learning styles (2ndedn). London: P honey

Kimble, G. A. & Garmezy, N. 1963. .Principles of general psychology. New York: Ronald.

Kolb, D.A 1984. Experiential learning : experience as a source of learning and development. Englewood cliffs, NJ : Prentice-Hall.

MacKeracher, D. (2004 ). Making sense of learning , (2nded).Canada : university of Toronto press incorporated.

McCarthy, B. (1982). Improving staff development through CBAM and 4MAT. Educ. Leadership, 40,20-25.

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Milfayetty Sri, Yus Anita, Nuraini, Rahmulyani, Hutasuhut Edison, and Zulhaini. 2015. Psikologi Pendidikan. Medan: Pascasarjana Unimed Pratiwi, S.W, Arifin Zinal, NovitaDewi (2013) “The Correlation between

Learning Style and Student Reading Comprehension” .Journal Education. 2(4), 14-20.

Simanjuntak, E.G. 1998. Developing Reading Skill for ESL students. Jakarta: Depdikbud.

Sims, R.R. 1993 .Training enhancement in government organization learning style. Westport, CT: SQuorums

https://www.google.com/search?q=DEFINITION+OF+READING+COMPRE HENSION&ie=utf-8&oe=utf-8

http://www.businessballs.com/kolblearningstyles.htm

http://www.llcc.edu/student-services/cas/helpful-handouts/characteristics-of-learning-styles-2/

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2. To explain of students’ learning styles which has higher achievement in reading comprehension.

D. The scope of study

The scope of study will be focused on students’ skill in reading comprehension by applying VAK ( visual, auditory, and kinesthetic

E. The significance of the study

The study is expected to have both theoretical and practical perspectives : 1. Theoretical Perspectives

a. The result of the research will be useful to improve the teaching learning process, especially in learning reading comprehension.

b. The result of this research can be used a reference for those who want to conduct a research about learning reading comprehension.

2. Practical Perspective a. For the teacher

The writer hopes that this research will be inspiring for English teacher to know student’s learning styles in learning reading comprehension.

b. For the students

This study also expected to encourage the students to know their learning style, especially in learning reading comprehension.

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41 A. Conclusions

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students’ auditory learning style is the fastest in learning reading comprehension.

Means that 23 students as auditory learning style more comprehend from 32 students, it shown in figure 4.1.

B. Suggestion

The researcher gives some suggestion in this study. The suggestion is: 1) For the students

2) For the teachers

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students. Teacher can get more information. The English teacher should be improve their ability on learning styles, so that the students can comprehend what they had read.

3) For the other researchers

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REFERENCES

Aminatum, Avinda (2013) “Gaya Belajar Peserta Didik Berprestasi AkademikKelas IV SD Negeri Sumber Rejo Metroyudan Magelang

Jawa Tengan Tahun Akademik 2012/2013”.Thesis.Faculty of Science

Education, Yogyakarta: State University of Yogyakarta

Brown, H.D (2000). Principle of language teaching and learning (4thed). White plains, NY : Longman.

Cuaresma, J. (2008). Learning Style Preferences and Academic Performance of PHEM Major at the University of Cordilleras. Unpublished

Undergraduate Thesis.. University of Cordilleras: Bagiou City.

Celce-marcia, M. (2001).Teaching English as a second or foreign language,

(3RDed). Dewey publishing services : NY.

Dunn, R., & Griggs, S. A. (1995). Multiculturalism and learning style: Teaching and counseling adolescents. Westport, CT: Praeger.

Fleming, N.D. (2001) Teaching and learning styles :VAK strategies. VAK-Learn: Honolulu

Gilakjani, A.P (2012) “Visual, Auditory, Kinesthetic Learning Styles and Their

Impact on English Language Teaching” .Journal of Studies in

Education. 2(1), 104-113.

Harmer, J. 1998. How to teach English. Addison Wesley : Longman.

Honey, P. and Mumford, A. 1986. Manual of learning styles (2ndedn). London: P honey

Kimble, G. A. & Garmezy, N. 1963. .Principles of general psychology. New York: Ronald.

Kolb, D.A 1984. Experiential learning : experience as a source of learning and development. Englewood cliffs, NJ : Prentice-Hall.

MacKeracher, D. (2004 ). Making sense of learning , (2nded).Canada : university of Toronto press incorporated.

McCarthy, B. (1982). Improving staff development through CBAM and 4MAT. Educ. Leadership, 40,20-25.

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Learning Style and Student Reading Comprehension” .Journal

Education. 2(4), 14-20.

Simanjuntak, E.G. 1998. Developing Reading Skill for ESL students. Jakarta: Depdikbud.

Sims, R.R. 1993 .Training enhancement in government organization learning style. Westport, CT: SQuorums

https://www.google.com/search?q=DEFINITION+OF+READING+COMPRE HENSION&ie=utf-8&oe=utf-8

http://www.businessballs.com/kolblearningstyles.htm

http://www.llcc.edu/student-services/cas/helpful-handouts/characteristics-of-learning-styles-2/

STUDENT’S LEARNING STYLES IN LEARNING READING COMPREHENSION.