LIST OF APPENDICES
A. Questionnaire
B. Vocabulary Test
C. The Key Answer
D. Syllabus of the Subject
E. Distribusi Ujicoba Soal I
F. Daya Beda dan tingkat Kesukaran Soal yang di Uji Cobakan
G. Distribusi Ujicoba Soal II
H. The Culculation of The Reliability of The Test
I. Statement Letter of the Research
J. Biography
CHAPTER I INTRODUCTION
This chapter presents the background of study, the statement of the problem, the objective of the study, the significance of the study, the scope and
limitation of study.
A. The Background of Study
As a universal language, English has a significant position in Indonesia, since it is learnt from elementary school to university level. It is the only foreign
language, which is learnt as the compulsory subject by the Indonesian students. One of the goals of learning English is to enable learners to communicate in
English both orally and in written form. In learning English, some students perform more successfully than the
others for some reasons. Many factors hypothesized to enhance or inhibit the second language acquisition capability of learners; they are social, motivational,
affective, aptitude, and personality, experiential, instructional, biological, and cognitive.
1
Moreover, the important variables in second language learning are age, motivation, attitude, aptitude, personality and learning style.
2
Thus, it is known that there are various factors, which influence students in learning a language.
Due to such factors, general pattern in modern methodology is for the teaching to be the learner-cantered.
3
Thus, it is the teacher who serves as guide in the learning process, but it is the learners who assume some responsibility for the
direction of the learning and who bear ultimately for how much learning takes place. It implies that learners are the doers who hold an important role in learning.
Others are only guides, and motivators, as well as advisors.
1
Paul Eggen and Don Kauchak. Educational Psychology windows on classrooms 5
th
edition, New Jersey: Merrill Prentice Hall. 2001. P122-152
2
Douglas Brown. Principle of Language Learning and Teaching. New Jersey: prentice Hall, inc.1987.
3
Paul Eggen and Don Kauchak. Ibid. P550
1
Each learner has his own preferred ways in learning. The learners bring their unique learning style into classroom. Learners as the raw input have certain
characteristics both physiology and psychology which are able to influence learning process as well as achievement.
4
It is understood that learners’ tendencies and preferred ways in learning and how they go about learning will also influence
their success. Having different preferences, tendencies, and ways among learners in learning English show that learners have their own learning style types which
also influence their learning outcome. This is in line with Willing 1988 suggest that accommodating learning style and strategy preferences in the classroom can
result in improving learner satisfaction and attainment.
5
The characteristic of each learner type display several activities inside classroom and outside classroom can enrich student’s vocabulary. Let’s take an
example for concrete learner. Mostly activities of learning for this learner type are learning by games, pictures, films, videos and cassettes. Here, the student’s
possibilities of obtaining new vocabularies are widely enough. Furthermore, the chances for analytical learners enlarge their vocabularies are the same as concrete
learners since they take reading as their dominant activities in learning. Having reading habit may automatically give them wide horizon as well as many
vocabularies. Based on the learners styles described above this study is intended to
investigate on “students learning style types and how it influences the students’ level of success.
B. The Scope and Limitation of the Study
