Students' Learning Style In English Departement And Their Achievement In Vocabulary At The First Semester of IAIN Sultan Thaha Saifuddin Jambi
STUDENTS’ LEARNING STYLE IN ENGLISH DEPARTMENT AND THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER
OF IAIN SULTAN THAHA SAIFUDDIN JAMBI
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in Partial Fulfillment of the Requirement for the Degree of Strata 1 (S1)
BY: HELTY NIM: 205014000448
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 1430 H / 2009 M
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STUDENTS’ LEARNING STYLE IN ENGLISH DEPARTMENT AND THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER
OF IAIN SULTAN THAHA SAIFUDDIN JAMBI
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
BY: HELTY NIM: 205014000448
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 1430 H / 2009 M
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STUDENTS’ LEARNING STYLE IN ENGLISH DEPARTMENT AND THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER
OF IAIN SULTAN THAHA SAIFUDDIN JAMBI
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
BY: HELTY NIM: 205014000448
Approved by:
Dra. Hidayati, M.Pd. NIP. 150 231 927
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 1430 H / 2009 M
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ABSTRACT
HELTY. 2009. Students’ Learning Style in English Department and Their Achievement in Vocabulary at the First Semester of IAIN Sultan Thaha Saifuddin Jambi. Thesis, Degree of Strata-1 of English Language Education Department Program of Faculty of Tarbiyah and Teacher’s Training “Syarif Hidayatullah” State Islamic University Jakarta. Advisor: Hidayati, Dra. M.Pd.
Key words: Learning style, and vocabulary
This study tries to describe the students learning style in English department and their achievement in vocabulary at the first semester of IAIN Sultan Thaha Saifuddin Jambi. More specifically, the study is aimed at describing and analyzing Each student has his own learning style and Influence the student learning style toward his achievement in vocabulary.
This study is categorized as descriptive evaluative because it is intended to describe the objective condition about student learning style in English department and their achievement in vocabulary. The subjects of this study are students of English department at first semester. The techniques used to collect the data are observation, documentation and questionnaire.
The finding of the study is the first year students of English Department of Tarbiyah Faculty of State Institute for Islamic Studies of Sulthan Thaha Saifuddin Jambi can be grouped into four learning style types based on they preferred ways of going about learning. These four learning style types are concrete learners, analytical learners, communicative learners, and authority-oriented learners. As it can be seen in the list of activities that each type of learners may be potential to propose enriching vocabulary.
Based on the findings above, it is suggested to language learners to be familiar with their own learning style types so that they can benefit the strength of their styles and manipulate the weaknesses of their style. For language teachers, they may take learners’ style into account for the sake of varying learning strategies and ways in carrying out the lesson in the classroom so that they can promote learners’ need.
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ABSTRAK
HELTY. 2009. Students Learning Style in English Department and Their Achievement in Vocabulary of IAIN Sultan Thaha Saifuddin Jambi. Skripsi, Program Studi Pendidikan Bahasa Inggris, Program Strata 1 Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Dra. Hidayati, M.Pd.
Key words: Gaya Belajar, Kosakata, IAIN Sultan Thaha Saifuddin Jambi
Penelitian ini mencoba menggambarkan bagaimana gaya belajar mahasiswa di jurusan bahasa inggris IAIN Sultan Thaha Saifuddin Jambi dan bagaimana pula hasil belajar mereka dalam penguasaan kosakata. Secara mendetail, penelitian ini bertujuan menggambarkan dan mengaevaluasi: Gaya belajar yang dimiliki masing-masing mahasiswa dan pengaruh gaya belajar mereka dalam memperoleh hasil belajar kosakata.
Penelitian ini dikategorikan sebagai penelitian deskriptif evaluatif, karena penelitian ini bertujuan untuk menggambarkan kondisi sesungguhnya gaya belajar dan hasil belajar kosakata para mahasiswa di juruasan bahasa inggris. Subjek penelitian ini adalah seluruh mahasiswa jurusan bahasa inggris semester I. Dalam penelitian ini, peneliti melakukan pengamatan, Dokumentasi data, dan pemberian angket untuk mengumpulkan data.
Hasil penelitian ini menemukan bahwa mahasiswa semester I jurusan bahasa inggris IAIN Sultan Thaha Saifuddin Jambi dapat dikelompokan menjadi empat tipe gaya belajar berdasarkan cara belajar yang mereka sukai. Empat tipe gaya belajar tersebut adalah: Pembelajar konkret, Pembelajar analytical, Pembelajar communicative, dan Pembelajar authority-oriented. Sebagaimana kita ketahui berdasarkan criteria tiap tipe, gaya belajar akan sangat bermanfaat untuh membantu menambah atau memperbanyak kosakata yang dimiliki mahasiswa.
Berdasarkan hasil penelitian yang ada, peneliti menyarankan kepada seluruh pembelajar bahasa agar dapat mengetahui gaya belajar yang dimilikinya, dengan demikian mereka akan lebih mengetahui lagi kekurangan dan kelebihan mereka dalam pembelajaran bahasa inggris. Begitu pula kepada para guru, untuk dapat mengetahui seluruh tipe gaya belajar siswa agar mereka dapat menggunakan berbagai strategi yang dianggap baik dalam pengajaran bahasa inggris di kelas serta dapat memenuhi segala kebutuan siswa dalam pembelajaran bahasa.
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ACKNOWLEDGEMENT
Alhamdulillahirabbil ‘alamin. First of all, the writer thanks to Allah SWT, the Beneficent and the Merciful, Who gives the mercy, blessing, and guidance in order to complete this “skripsi”. She also gives her regard and compliments to our holy Prophet Muhammad SAW for leading us from the darkness to the better life today.
Furthermore, in this moment the writer would like to thanks to many people who participate in completion of her “skripsi” entitled: “STUDENTS’ LEARNING STYLE IN ENGLISH DEPARTMENT AND THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER OF IAIN SULTAN THAHA SAIFUDDIN JAMBI”. To finish this “skripsi”, the writer cannot do by herself. She would like to express her deepest gratitude and thank to her beloved parents Prof. Dr. H. Asafri Jaya Bakri, MA and Hj. Emizola, M.H, her beloved husband Pada Oloan Siregar, S.Kom, her brother, and sister for their continuous supports.
The writer also would like to express her thanks, great gratitude and appreciation to her advisor Dra. Hidayati, M.Pd. for her professional help, guidance, and suggestions up to this “skripsi” as it is.
Her special thanks are also due to all lecturer of English Education Departement who recommended sources of information, Drs. Syauki, M.Pd as a Head of English Education Department, and Prof. Dr. Dede Rosyada as dean of Faculty of Tarbiyah and Teacher’s Training.
Moreover she would like to address her sincere gratitude to all of civitas academica of IAIN STS Jambi especially to Mahyuzar Rahman, M.Pd. for giving permission to use their classes to conduct the observation and collecting data.
Finally, she would like to express her deepest sincere and gratitude to her aunty Monalisa, M.Pd. who gives more help to finish this “skripsi” and to all her friends who have shared ideas in various discussion and literature.
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May Allah SWT, pours His reward to many parties who help the writer in completing this “skripsi”.
Jakarta, 22 January 2009
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OUTLINE
Page
ACKNOWLEDGEMENT ...i
ABSTRACT IN ENGLISH...iii
ABSTRAK DALAM BAHASA INDONESIA
iv
TABLE OF CONTENTS...vLIST OF TABLES ...vii
LIST OF DIAGRAMS ...viii
LIST OF APPENDICES...ix
CHAPTER I INTRODUCTION ...1
A. The Background of the Study ... 1
B. The Scope and Limitation of the Study... 3
C. The Statement of the Problems ... 3
D. The Objectives of the Study... 3
E. The Significance of the Study... 4
F. The Scope and Limitation of the Study... 4
CHAPTER II THEORITICAL FRAMEWORK ...5
A...Lea rners Differences... 5
1...Ag e ... 6
2...Mo tivation ... 8
3...Lea rning Strategies ... 9
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4...Lea rning Style... 11 B...Ty
pes of Vocabulary ... 14 C...Vo cabulary Achievement... 15
CHAPTER III RESEARCH METHODOLOGY...17 A...Res
earch Design ... 17 B...Pop
ulation and Sampling ... 18 C...Inst
rumentation... 18 D...Tec
hniques of Data Analysis... 19 E...Pro
cedures... 21
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ...22 A...Res
earch Findings... 22 B...Dis cussion... 29
CHAPTER V CONCLUSIONS AND SUGGESTIONS...32 A...Co nclusion ... 32 B...Sug
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BIBLIOGRAPHY ...33 APPENDIXES...35
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LIST OF TABLE
Table 4.1 : Scala For Learning Style ... 22 Table 4.2 : Student’s Learning Style and Their Score in Vocabulary.... 24 Table 4.3 : Test Item of Learning style... 27 Table 4.4 : Mean Score of Each Learning Style types... 28
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LIST OF DIAGRAMS
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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
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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 5th
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
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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
This study focuses on the students learning style and their influence toward their achievement in learning vocabulary at first semester of English department student IAIN Sultan Thaha Saifuddin Jambi for academic year 2008/2009.
This study is to describe and analyse about students learning style in vocabulary course.
4
M.Ngalim Purwanto. Psikologi Pendidikan.Bandung: Remaja Rosdakarya. 1990. p107.
5
Ken Willing. Learning Style in Adult Migrant Education. National Curruculum Resources Centre Adult Adelaide, South Australia: NCRC. 1988. p1.
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C. The Statements of the Problem
Based on the background mentioned above, the writer conducts a study concerning the tendency of student’s learning style and how they influence the students’ success.
The general question for this research is “How are the student learning styles and their influence toward their achievement?”
This main question can be formulated into more specific questions as follows:
1. Does each student have his own learning style?
2. Does the student learning style influence his achievement in vocabulary?
D. The Objectives of this Study
In line with what has been stated in the statement of the problems, this study tries to describe the students learning style in English department and their achievement in vocabulary of IAIN Sultan Thaha Saifuddin Jambi.
More specifically, the study is aimed at describing and analysing: 1. Each student has his own learning style.
2. The influence of the student learning style toward his achievement in vocabulary.
Moreover, Rubin and Thomson (1982) estimate that learner’s style is appropriate to particular task.6 In relation to this, the four learning style types found by willing (1988), namely: concrete, analytical, communicative, and authority-oriented learners might work on four different tasks.7
To recognize whether or not one learner type is appropriate to particular task, it can be seen on the success of a student who belongs to that type. This
6
Joan Rubin and Irene Thomson. How To Be A More Successful Language Learner.
Boston: Heinle and Heinle Publisher, Inc.1982. p8.
7
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study will be carried out to describe and analyse the student learning style and their achievement in vocabulary.
E. The Significances of the Study
The results of this study are expected to contribute to (1) English learner who takes vocabulary course, (2) The lecturer of IAIN Sultan Thaha Saifuddin Jambi and (3) Other researchers.
It is expected that the findings of this research may give contribution to English learners to recognize their own learning style types in order to find out better ways in learning English. Students with the best learning style may accommodate their style to improve their vocabulary achievement.
Meanwhile, for the English lecturers to consider the strengths of learning style to be one of the considerations in determining various techniques and strategies in teaching vocabulary. By doing so, it will be practical for them to meet various learners’ needs. For other researchers, this study can be used as consideration for further study,.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses (A) Learner differences such as: (1) age, (2) motivation, (3) learning strategy, (4) learning style. (B) Types of vocabulary, and (C) Vocabulary achievement.
A. Learner Differences
Students are different in a hundred ways. Good teachers have always adapted to individual students characteristics; it is part of being a flexible and creative teacher. In order to teach effectively, the teachers need to learn their student, since some of the procedures will vary depending upon in their classes.
Most scholar and practitioners in the field today agree that both the rate and the degree of success of second language learning are affected by individual learner differences.8 Many also believed those learner factors such as aptitude, attitude, motivation, personality, age, cognitive style, and preferred learning strategies need to be considered in any comprehensive theory of second language acquisition. Ellis (1985) remarked that SLA researches may knowledge the importance of such factors in the eventual attainment of advanced levels of proficiency or in approaches has tended to ignore individual differences or minimize their importance.9
The learners live in different environments with their own socio-cultural background. A number of the learners live in urban areas but most of them live in the country areas. Differences in these two types of educational settings may have great influence upon the process of teaching and learning.
Life experiences of learners living in urban areas might be far different from those of learners in the country areas. With sophisticated facilities and equipment such as tape recorders, video recorders, televisions and computers
8
R. Ellis. Understanding Second Language Acquisition. Oxford: Oxford University Press. 1985
9
R. Ellis. Ibid
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together with their programs. Some cities have foreigners of different nationalities. On the other hand, to rural learners these things might be strange. Like their urban counterparts, they are familiar with things found in their environments. All of this may have influence upon the learners’ ways of thinking, life style, learning style, and educational orientation as well as upon the types of concepts learned through their interaction with their environments. The factors of learner differences are going to look in detail, as follow:
1. Age
One of the significance factors to be considered to teach the student is ages, since different ages lead to different competencies, needs, and cognitive skill. For instance, children are more likely taught through playing or games while adult are recently taught through use of abstract taught. Some people claim that children are better learner than adult. It is supported by Jeremy Harmer, children appear pick up new languages effortlessly.10
Jeremy Harmer have divide three classifications of ages, there are:
a. Young children, especially those up the ages of nine or ten in Following ways:
• They respond to meaning even if they do not understand individual words. • They often learn indirectly rather than directly- that is they take in
information from all sides, learning from everything around them rather than only focusing on the precise topic they are being taught.
• Their understanding comes not just from explanation, but also fom what they see and hear and, crucially, have a chance to touch and interact with. • They generally display and enthusiasm for learning and a curiosity about
the world around them.
• They have a need for individual attention and approval from the teacher.
10
Jeremy Harmer. The Practice of English Language Teaching (third edition completely
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• They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom. • They have a limited attention span; unless activities are extremely
engaging they can easily get bored, losing interest after ten minutes or so.
b. Adolescents, teenage students are in fact overall the best language learner: • Identify has to be forged among classmates and friends; peer approval may
be considerably more important for the student than the attention of the teacher which.
• Teenagers, if they are engaged, have a great capacity to learn, a great potential for creativity, and a passionate commitment to things, which interest them.
• Student must be encouraged to respond to text and situations with their own thoughts and experience, rather than just by answering questions and doing abstract learning activities.
• We are able to discuss abstract issues with them. Indeed part of our job is to provoke intellectual activity by helping them to be aware of contrasting ideas and concepts, which they can resolve for themselves-though still with our guidance.
c. Adult language learners are notable for a number of special characteristic: • They can engage with abstract thought.
• They have a whole range of life experiences to draw on.
• They have expectations about the learning process, may already have their own set patterns of learning.
• Adults tend, on the whole, to be more disciplined than some teenagers, and crucially, they are often prepared to struggle on despite boredom.
• They come into classrooms with a rich range of experiences, which allow teachers to use a wide range of activities with them.
• Unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out of it.
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However, adults are never entirely problem-free learners, and have a number of characteristics, which can sometimes make learning and teaching problematic.
• They can be critical of teaching methods. Their previous learning experiences may have predisposed them to one particular methodological style, which makes them uncomfortable with unfamiliar teaching patterns. • They may have experienced failure or criticism at school, which replicate
the anxious and under-confident about learning language.
• Many older adults worry that their intellectual powers may be dismissing with age.
2. Motivation
Several perspectives have been offered upon the subjective aspect of language learning, notably in the motivation. Motivation is probably the most often used for explaining the success or failure of virtually any complex task.11 It is easy to claim that a learner will be successful with the proper motivation and countless studies and experiment in human learning show that motivation is a key to learning. Someone will be successful in his study if there is desire in him to study. Desire and drive to study are called motivation. According to Gardner (1985), motivation involves four aspects: a goal, effortful behaviour, a desire to attain the goal and favourable attitudes toward the activity.12 These four aspects are dimensional, however and they in turn group themselves into two conceptually distinct categories. The goal, although a factor involved in motivation, is not a measurable component of motivation. So these three components are reflected in the measures: intensity, desire to learn English, and attitudes toward learning English.
Motivation depends on many things, too many to mention, but three of the most important motivations are variety, success and sense of purpose. We all know that monotony is very demotivating, whilst variety stimulates interest.
11
H.D. Brown, Op Cit.
12
R.C. Gardner Social Psychology and Second Language Learning: The Role of Attitudes
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Attempting to learn something that has no meaning or relevance or purpose to students is also demotivating, whilst meaningful language stimulates curiosity in our students, thus motivating them. If students achieve success in task, they are usually very pleased and not afraid to try again. Success is great motivator.
3. Learning Strategies
To distinguish learning strategy and learning style, this part is provided with some concepts, which related to both terms directly and indirectly. According to willing learning strategy is a specific mental procedure for gathering, processing, associating, categorizing, rehearsing and retrieving information or patterned skills13. He states that learning style is individual learner’s natural, habitual, and preferred ways of learning. From these the definition can be explained that a learning strategy rely on the efforts of the learner themselves in acquiring of their progress in learning language, while learning style has owned by learners naturally.
Good language learners always attempt to seek the best ways to get progress in learning; in other word they try to apply strategies for their learning. Robin and Thompson state that things that should be taken charge of learning:
1. Find your own way
• You know your self best:
You need to be personally involved in mastering language. You cannot always rely on your teacher to provide you with an approach that is specifically designed for you.
2. Plan
• Set clear goals:
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Clarifying your objectives will help you develop a clearer direction and will also provide you with some benchmarks to measure your performance.
• Establish a regular schedule:
Arrange your activity for studying in a day or a week regularly by considering the best time of the day.
• Plan to learn something new every day:
For additional class, learn something new everyday, especially enriching vocabulary on your own ways.
• Assess the difficulty of each task:
Be familiar whether the task is difficult or not. Then adjust the study time. 3. Monitor and Evaluate
• Pay attention to your learning successes:
What efforts you have done up to reaching the success. • Pay attention to the learning successes of others:
Be sure how others learn better may work for you • Experiment to determine your modality preference:
Be familiar with preferred ways of better learning for certain task • Notice which strategies work and which don’t:
Keep using strategies that work best for you and try working with classmate if certain strategy doesn’t work.
• Experiment and note reaction:
When you use a new idiom try to watch the listener reaction if he as for clarification you have probably use it in appropriately.
4. Learning Style
Some statements mention that education, ultimately, must come to grip the different learning needs of individual learners. They, however, state that there is still no connection between theory and practice in identifying learner’s needs. They add that some educators today are raising critical questions about the ways in which students learn. This effort and related research focus on student learning skill and learning style.
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Language teaching today is humanistic. Teachers are responsible for taking students affective needs into consideration. Teachers initiate activities from which students can learn, and then step aside to assist as needed.
Moreover, Sardiman (2007) emphasizes that determining the purpose of learning, actually should be connected and suited with learners’ characteristics.14 He adds that having knowledge about learners’ characteristics will be very useful in selecting the accurate ways in teaching. Viewing learners’ needs are important enough to promote language learning; students’ preferred ways of learning become main consideration of many recent investigations. It is based on research evidence that moving from student learning style will meet their needs.
Each learner has his/her own preferences and the ways in learning a language. Having different preferred ways show that each learner has his/her own learning style. Educators attempt to define learning style differently. Willing (1988) state that learning style is individual learner’s natural, habitual, and preferred ways of learning.15 Moreover, Nunan (1991) defines it like the following:
Learning style refers to any individual preferred ways of going about learning. It is generally considered that one’s learning style will result from personality variables, including psychological and cognitive make-up, socio-cultural background, and educational experience.16
Different terms are used to refer to different types of learning style. Willing (1988) uses the terms of concrete, analytical, communicative, and authority-oriented for learning style types.17 The characteristics of each type usually performed are as follows:
Type 1: Concrete Learners
a. In class they prefer to learn by game.
14
Sardiman. Interaksi dan motivasi Belajar. Jakarta: Rajawali Perss.1992.p.120
15
Ken Willing. Op. Cit.p1
16
David Nunan. 1991. Language Teaching Methodology. New York: Prentice Hall, Ltd.
17
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b. In class they prefer to learn by pictures, films, and videos.
c. They like to learn by talking in pairs. d. At home, they like to listen cassettes. e. In class they like to listen cassettes.
f. They like to go out with the class and practice English.
Type 2: Analytical learners a. They like to study grammar.
b. At home they like study English books c. They like to study alone.
d. They want the teacher to let them find their mistakes.
e. At home they like to learn by reading newspapers.
Type 3: Communicative learners
a. They want the teacher let them find the rules of structural items being taught.
b. They like to speak to native speakers. c. They like to talk friends in English. d. At home they like to watch TV in English. e. They like to uses English in shops, buses, etc. f. They like to learn English by hearing them. g. They like to learn by conversation.
h. They want the teacher to let them find their own mistakes.
Type 4: Authority-Oriented learners
a. They want the teacher to give them the rules of structural items being taught.
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b. They like the teacher to tell them all their mistakes.
c. They like the teacher to explain everything to them.
d. They like to write everything in their notebooks.
e. They like to have their own textbooks. f. In class they like to learn by reading. g. They like to study grammar.
h. They like to learn English words by seeing them.
Rubin and Thomson (1982) categorize learners into two types. They are known as rule learners and intuitive learners.18 The characteristics of both types are shown as following:
Type 1: Rule Learners
These learners prefer a highly structured approach with much explanation in mother tongue, graded exercises, constant correction, and careful formation of rules. They are very analytical, reflective, and reluctant to say anything in foreign language that is not grammatically perfect.
Type 2: Intuitive learners
These learners rely more on intuition, the gathering of examples, and imitation. They are willing to take risks.
B. Types of Vocabulary
18
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When someone talks about vocabulary, the first time comes to one’s mind: vocabulary is a group of words in certain language as a part of teaching and learning foreign language.
In any languages one of the ways to improve English is by enlarging vocabulary, as a very important language component. Someone cannot speak, understand, read or write a foreign language without knowing a lot of words. Therefore, Rubin and Thompson said vocabulary learning is at the heart of mastering a foreign language.19
When learners has mastered the basic grammatical pattern of language, they next task is to master vocabulary or at least that part of vocabulary that they need.
What is vocabulary? If we find the meaning of vocabulary in dictionary, vocabulary is list of the words with their meaning, especially in book for learning foreign language20 and in Webster’s dictionary, vocabulary is a list or collection of words or words and phrases usually alphabetical arranged, explained and defined.21
There are type two kinds of vocabulary: active vocabulary and passive vocabulary,22 active vocabulary is vocabulary actually used in the speaking and writing, it is also called as productive vocabulary. Passive vocabulary is vocabulary that can understand in the context of reading and listening, it is also called as receptive vocabulary.
In the other verse vocabulary divided into four kinds of vocabulary there are:
Reading vocabulary is vocabulary that figure out the meaning by using text.
Listening vocabulary is vocabulary by using sound.
19
Irene Thomson and Rubin. Op Cit. p.79
20
A.S Hornby, Oxford advanced Learner’s Dictionary (Oxford University Press, 1989)
21
Philip Babvock Gove, Webster’s Third New International Dictionary (USA: Massachusetts. G&C. Meriam Company,1996), P. 2560
22
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Speaking vocabulary is vocabulary that used correct spelling and pronouncing.
Writing vocabulary is vocabulary that uses by correctly grammar, accurately thinking, & appropriately context.23
Based on that’s opinion vocabulary does not only affect reading skill but also listening, speaking, and writing skill as well. In speaking the words choose by a native or speaker affects the impression they make, how well they understand, and how people reach to it. In listening, vocabulary influence how much a listener understands the how is well a reader influence how well can a reader comprehend the writer’s ideas in reading material. In writing, the choise of word determines how clearly and accurately the writer can express their ideas to the reader.
C. Vocabulary Achievement
According to guide of evaluation (1993), evaluation is asset of activities used to gain, analyse, and interpret data about the student’s progress and learning outcomes that are done systematically and continuously so that the result will become meaningful information for decision making, in teaching learning vocabulary. There are two kinds of evaluation procedures for this course: procedure of evaluating learning achievement. The evaluation of learning progress is intended to get three aspects, such as: (a) get information about students learning progress, (b) obtain feed backs for remedial teaching and enrichment, and (c) get feed backs for improvement of teaching and learning strategies. This kind of evaluation is usually conducted after having completed six or seven instructional material. This kind of evaluation is well known as mid semester test or formative test (Ujian Tengah Semester). The scores of this test are combined with those obtained from the end of six-month terms evaluation (semester) to determine grades for the students report achievement for each scores he joined.
The evaluation of learning outcomes is intended to measure the achievement of the instructional objectives at the end of each six-month terms program of the university students. The evaluation which is given at the end of
23
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each six-month terms (Ujian Akhir Semester) or at the end of the academic year is known as summative test or final test (Ujian Akhir Semester).
In learning English, one of the important elements that to be gained by the students is vocabulary. The result of learning vocabulary is usually known as vocabulary achievement. Thus vocabulary achievement can be defined as learning outcomes of vocabulary mastered by the students after they gained the vocabulary best. Vocabulary achievement can be seen from how much the students have already mastered and improving their vocabularies are determined from these test performances.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter will explain about design of the research, population and sample, instrumentation and method of data gathering, technique of data analysis, and procedure.
A. Research Design
This study is conducted to get description and evaluation about students learning style in English department and their achievement at first semester of State Institute for Islamic Studies Sultan Thaha Saifuddin Jambi in academic year 2008/2009.
This study is categorized as descriptive-evaluative in nature. It is called descriptive research because this study tries to describe and interpret a condition, idea, a process, cause and effect, as well as a tendency occurred and it is also called a quantitative research because the writer uses some numerical data analysed statistically.24 And this study is also called evaluative because it tries to evaluate objectively about students learning style in English department and their achievement at first semester of IAIN Sultan Thaha Saifuddin Jambi. The evaluation is conducted by way of analysing the student learning style and their achievement.
The data of this study can be categorized into qualitative and quantitative. The data obtained from observation, and documentation are categorized into qualitative. Meanwhile, the data obtained from questionnaire are categorized into quantitative.
B. Population and Sampling
24
Sanafiah Faisal. Metodologi penelitian pendidikan. Usaha Nasional. P.119
(31)
The population of this research is the first year students of English department. They are distributed into three parallel classes of English department students. The population of this study is around 90 students, they are divided into class A, B, and C with 30 students every classes.
To decide the sample of this study is taken on the basis of purposive sampling. In purposive sampling the researcher establishes a set of criteria or list and attribute that the study must process, then the researcher searches the subjects who match with the criteria.25 In the descriptive research, it is desirable to have a minimum of 15 % sample out of the population. In this case, the researcher is going to find unlimited number of students who belong to each learner types.
C. Instrumentation
Technique of collecting data in this study was four kinds namely; Observation, Documentation, Questionnaire, and Test.
1. Observation
Observation is the main technique in collecting the data about
students learning style in learning vocabulary in the physical classroom
atmosphere. The observation has already done in IAIN Sultan Thaha
Saifuddin Jambi from July 2008 up to December 2008. the observation
was conducted six times while the lecturing of vocabulary course was
going on.
2. Documentation
Documentation technique was also to obtained. The written data such as; (a) The lecturing preparation made by the lecturer, (b) Vocabulary syllabi made by the lecturer, and (c) Students scores of vocabulary test.
25
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3. Questionnaire
The questionnaire was aimed at getting the data about students learning style in learning of vocabulary in first semester of IAIN Sultan Thaha Saifuddin Jambi. The questionnaires consist of 27 items, the items based on four learner style type. The items of the questionnaire for learning style are not in one group. In other words, they are randomly arranged.
4. Test
The materials for vocabulary test are taken on the basis of the vocabulary syllabus used by English department of State Institute for Islamic Studies Sultan Thaha Saifuddin Jambi. The total numbers of test items are 50 items.
D. Techniques of Data Analysis
The raw data obtained through observation, documentation, questionnaire, and test. Were analysed in some ways as follows;
1. Data From Observation
The data analysis was conducted by arranging data obtained systematically, this was done to make it easier for the researcher to write the researcher report. Then the data were analysed to answer the 2nd research question.
2. Data From Documentation
The data obtained from documentation covered the preparation of vocabulary course made by lecturer, to know how well the syllabus was going on and how well the student improvement when they joining this
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course. This data was used to support 2nd research question and crosscheck among the four instrument to gathered the data.
3. Data From Questionnaire
Data from questionnaire was used to answer 1st research question. The items of this questionnaire are adopted with some modification from the ones used by willing (1998). Such modification is made for its appropriateness to be applied in Indonesia setting. The statement of the questionnaire set out in the following way: statement 2, 3, 4, 5, 15, 16, 23 deals with concrete learning style, statement 9, 11, 14, 17, 20, 24 deals with analytical learning style, statement 13, 19, 21, 22, 25, 26, 27 deals with communicative learning style, and statement 1, 6, 7, 8, 10, 12, 17, 18 deals with authority-oriented learning style. For each item it was provided four alternative categories and scored differently as the following: no=1, a little=2, good=3, and best=4.
4. Data From Test
The data obtained from the vocabulary test used to answer 2nd research question and to support the data from the questionnaire. This vocabulary test consist of 50 items which was classified into (a) Fill in the blank table 20 items, (b) Finding the antonym 10 items, (c) Shapes name 10 items, and (d) Transportation name 10 items. For each correct answer is scored 2 (two) and for the false one is scored 0 (zero).
The student score derived from these four kinds of different test, latter on
enter into table distribution of learning style types. To find out these data, the
researcher used the descriptive analysis technique (percentage) which is
described in the table percentage using formula;
%
100
X
N
f
P
=
(34)
f is frequency
N is number of learner p is percentage
E. Procedure 1. Preparation
• Preparing the questionnaire 2. Operation
• Distributing the questionnaire to be filled out by the respondents • Employing vocabulary test
3. Analysis
• Analysis of the data of the questionnaire result • Analysis of the data of vocabulary test
• Computing data gained from vocabulary test • Interpreting the result of analysis
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
In this chapter, the researcher discussed the research finding and discussions. It starts with the displaying of the data, and will be followed with the discussion of the data.
A. Research Findings
There are two kinds of data that have to be displayed in this part. The first one is the data taken from students’ learning style and the second one is data of students’ score on vocabulary test.
The first research finding about student learning style will be presented in the following table
SCALA FOR CONCRETE LEARNING STYLE
NO Characteristic
1 The student prefer learning by game 2
The student prefer learning by using pictures, films, and videos
3 The students like to learn by talking in pairs. 4 The student like to listen cassettes at home
5 The student prefer to listen cassettes in the classroom 6 The student like to practice English in the outdoors
SCALA FOR ANALYTICAL LEARNING STYLE
NO Characteristic
1 The student like to study grammar
2 The student like study English by using English books
3 The student like to study alone
4 They want the teacher to let them find their mistakes
5
The student like to study English by reading news papers
Table 4.1: SCALA FOR LEARNING STYLE
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SCALA FOR COMMUNICATIVE LEARNING STYLE
NO Characteristic
1
They want the teacher to let them find the rules of structural
2 The student like to speak to native speakers
3
The student like to communication by English with their friend
4 The student like to watch English TV program
5 The student like to use English in shops, buses, etc
6 The student like to learn English by hearing them
7 The student like to learn by conversation
8
They want the teacher to let them find their own mistakes
SCALA FOR COMMUNICATIVE LEARNING STYLE
NO Characteristic
1
They want the teacher to give them find the rules of structural
2 They like the teacher to tell them find all their mistakes
3 The student like the teacher to give explanation
4 The student like using their notebooks
5 The student like to have their own textbooks
6 The student like to learn by reading
7 The student like to study grammar
8 The student like to learn English word by seeing them
Table 4.2: Student’s Learning Style and Their Score in Vocabulary Test
Table of Authority oriented Learning Style
NO TESTEE LEARNING STYLE SCORE
1 Imron rosidi Authority oriented 89
2 Indah permata sari Authority oriented 83
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4 Mulina Authority oriented 76
5 Murni Authority oriented 81
6 Norhapisa Authority oriented 60
7 Nurlaila Authority oriented 61
8 Heriyanti Authority oriented 73
9 Tati kurniasih Authority oriented 61
10 Siti sapur Authority oriented 57
11 Rts. Amelia susanti Authority oriented 75
12 Oktavianti Authority oriented 60
13 Maya romantir Authority oriented 39
14 Zulyanto Authority oriented 69
15 Nanang kamaluddin Authority oriented 65
16 Sisca cryshanty mukti Authority oriented 71
17 Futri reskiyah Authority oriented 80
18 Emilda Authority oriented 97
19 Beben hartina Authority oriented 75
20 Anita Amelia Authority oriented 98
21 Arfita sulistiyani Authority oriented 84
22 Armitati Authority oriented 80
Table of Communicative Learning Style
NO TESTEE LEARNING STYLE SCORE
1 Astra Yusnita Communicative 72
2 Eka maryani Communicative 81
3
Endang sri lestari Communicative 98
4
Fitri nur utami Communicative 61
5
Fitri yani Communicative 73
6 Nuria fitri Communicative 52
7 Mira krisnawati Communicative 96
8 Kholil mahmudi Communicative 84
9 Hasniati Communicative 42
10
Desi purnamasari Communicative 52
11
Siti naila Communicative 60
12
Rukiza Communicative 57
(38)
Table of Analytical Learning Style
NO TESTEE LEARNING STYLE SCORE
1 Emi yulianti Analytical 80
2 Fitriati Analytical 86
3 Halimah Analytical 94
4 M.isa Analytical 100
5 Nur Hasanah Analytical 86
6 Siti sari Analytical 82
7 Mira lesmana Analytical 72
8 Budiyono Analytical 74
9 Abu mahzuro Analytical 99
10 Sepnildawati Analytical 90
Table of Concrete Learning Style
NO TESTEE LEARNING STYLE SCORE
1 Uslindawati Concrete 60
2 Vebri samdi Concrete 60
3 Sukriani Concrete 56
4 Sulastri fitri Concrete 81
5 Sulistyarini Concrete 48
6 Sapriyanto Concrete 67
7 Rts. Eka syafitri Concrete 73
8 Rio hastomi Concrete 68
9 Retin hadiyanti Concrete 67
10 Melani safli Concrete 70
11 Mella wahyuni Concrete 84
12 Eni irmawanti Concrete 77
13 Fadhila zulfa Concrete 93
14 Ahmad qusayairy Concrete 57
15 Mawaddah warahmah Concrete 83
16 Moningka Fatimah Concrete 57
17 M.husnul nugroho Concrete 88
18 Nurmalinda Concrete 53
19 Siti yulina Concrete 59
20 Fadhilawati Concrete 82
21 Wakhid oktaviansyah Concrete 84
22 Yose rizal Concrete 100
(39)
24 Fina fitri mawaddah Concrete 93
25 Budi utomo Concrete 77
26 Dwi hayati Concrete 96
27 Alif nurhidayati Concrete 88
Table of the Other Learning Style
NO TESTEE LEARNING STYLE SCORE
1 Ria azzillah Other 47
2 Sri utami Other 48
3 Suwanti ningsih Other 75
4 Kurniati Other 47
5 Indra gunawan Other 69
6 Jayanti mayasari Other 82
7 Handayani Other 54
8 Atinasari Other 96
9 Faridatun nusroh Other 96
10 Siti khatijah Other 87
Table 4.3: Test Items of Learning Style Learning Style NO
Test
Items C A COM AO
(40)
2 2 X
3 3 X
4 4 X
5 5 X
6 6 X
7 7 X
8 8 X
9 9 X
10 10 X
11 11 X
12 12 X
13 13 X
14 14 X
15 15 X
16 16 X
17 17 X
18 18 X
19 19 X
20 20 X
21 21 X
22 22 X
23 23 X
24 24 X
25 25 X
26 26 X
(41)
Based on the diagram 4.1 above, it shows that various learning style owned by learners’ data from the questionnaire, it was found that there are 27 (32,9%) students are belong to concrete learners, 10 (12,2%) students are analytical learners, 13 (15,8%) students are communicative learners, 22 (26,8%) students are authority-oriented learners, and 10 (12,2%) students do not belong to any of those learning styles. The last one is considered as other learning style since there is no predominant style attaches on them.
The other has data to be conveyed here is students’ score on vocabulary test which grouped into each learning style in form of mean score. To give clearly information above will be display in the following table.
Table 4.4: Mean scores of each group of learning style type
Learning Style Types Mean Score 1 2 3 4 5 Concrete Learners Analytical Learners Communicative Learners Authority-oriented Learners Others 74.15 86.30 70.38 72.18 70.10
Based on the mean scores of each group of learning style type above, it can be conclude that mean score for concrete learners is 74.15. For each of learning style types, namely: analytical learners, communicative learners,
0 5 10 15 20 25 30
Number Of Subject
1 2 3 4 5
Learning Style Types
Concrete Learning Style Authority-Oriented Learning Style Communicativ e Learning Style Analytical Learning Style Others
(42)
authority-oriented learners, their mean scores are presented in order 86.30, 70.38, 72.18. The mean score for those who do not belong to any of these learning style types is 70.10. The complete score can be seen in the table 4.1.
B. Discussions
From the data above, it is acknowledged that the first year students of English Department of Tarbyiah Faculty of State Institute for Islamic Studies of Sultan Thaha Saifuddin Jambi can be grouped into four learning style types base on they preferred ways of going about learning. These four learning style types are concrete learners, analytical learners, communicative learners, and authority-oriented learners. As it can be seen in the list of activities that each type of learners may be potential to propose enriching vocabulary. Learners’ achievement in vocabulary for each learning style types are in range of 70 to 75 except analytical learners. Based on mean scores in table 1, the difference of mean score between authority-oriented and communicative learners is 1.80 points. While communicative and analytical learners have differences up to 15.92 points. The different mean score between analytical and concrete is 12.15 points. Concrete and communicative learners have differences up to 3.77 points. 4.05 points is the difference of concrete and authority-oriented learners. The different mean score between analytical and authority-oriented is 14.12 points.
The difference of 1.80 for authority-oriented learners and communicative learners shows that these two learning style types have no significant difference in vocabulary. It means that these learners tend to have approximately similar mastery of vocabulary. 15.92 of different points of communicative and analytical learners are considered significant enough. It displays that these two types of learners have different mastery of vocabulary. For concrete and analytical learners, 12.15 points is viewed enough to distinguish them in term of vocabulary mastery. While concrete and communicative learners only have difference of 3.77 points, so that these two learning style types may gain similar mastery of vocabulary. The other pair of learning style types that have a little bit different in
(43)
vocabulary mastery are concrete and authority-oriented learners since the difference is only 4.05 points. The last pair that have to be displayed here are analytical and authority-oriented learners. They got the difference of 14.12 points. Therefore, they may be classified as the groups with two different mastery of vocabulary
Beside four learning style types found by the researcher, there is other finding considered unique. There are certain numbers of English learners who do not belong to any of these learning style types since they do not have predominant style. Therefore, they are grouped as others. The mean score of their vocabulary test is the lowest one among other types of learners. It is 70.10. If it is compared with mean score of concrete learners, the difference is 4.05 points, while with analytical learners, it has significant different. It is 16.19 points. The smallest difference among those of learning style types is 0.20 points compared with communicative learners. If it is compared with authority-oriented learners, the difference is 2.08 points. The lowest vocabulary mastery of this group of learners is likely due to their absence of accurate preferred ways of going about learning. In other words, their preferred ways in learning English tend not to meet their needs. Therefore, their progresses are not maximal enough.
Something occurred surprisingly is the mean score of analytical learners in term of their vocabulary mastery which reaches the highest one. The difference with the second highest one, concrete learners’ mean score, is 12.15. The quite significant different of this learning style types with others can be caused by their preferred ways of going about learning that tend to be receptive. The researcher analyzes that analytical learners tend to prefer learning mostly through reading. As it is trusted by many experts that reading habit not only contributes wide horizon and critical thinking but also gain more knowledge. In line with these, learners who learn through reading may enrich their vocabulary unconsciously. Having many vocabularies through reading is kinds of acquisition. The learners get progress in their vocabulary as they gain their vocabulary in their mother tongue.
(44)
In conclude, it can be said that various learning style types owned by learners may relate to their difference mastery of vocabulary. In other words, students’ preferred ways of going about learning tend to be taken into account of their mastery of vocabulary.
(45)
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion to complete this thesis.
A. Conclusion
It can be concluded that there are four learning style types of language learners. They are concrete, analytical, communicative, and authority-oriented learners. Small number of learners do not belong to any of those type since they do not have predominant style of language learners. The levels of vocabulary mastery for each learning style types are various. These are most likely due to the learners’ different preferred ways of going about learning.
B. Suggestion
It is suggested to language learners to be familiar with their own learning style types so that they can benefit the strength of their styles and manipulate the weaknesses of their style. For language teachers, they may take learners’ style into account for the sake of varying learning strategies and ways in carrying out the lesson in the classroom so that they can promote learners’ need.
(46)
BIBLIOGRAPHY
Arikunto,Suharsimi. Procedure penelitian.Bandung: Rienneka Cipta
Brown, H. Douglas. 1980. Principle of Language Learning and Teaching.
Englewood Cliff, New Jersey: Prentice Hall,Inc.
Larsen-Freeman, Diane.1991. An Introduction Second Language Acquisition Research.London New York: Longman.
Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press.
Eggen, Paul and Don Kauchak. 2001. Educational Psychology windows on classrooms 5th edition, New Jersey: Merrill Prentice Hall.
Faisal,Sanafiah .Metodologi penelitian pendidikan. Usaha Nasional
Gardner, R. C.1981. Social Psychology and Second Language Learning: The Role of Attitudes and motivation. London: Edward Arnold.
Gay, L.R. 1976. Educational Research (competencies for Analysis and Application Third Edition). Florida International University: Merril Publishing Company.
Google. Kind of Vocabulary (www.harenet.ne.jp/waring/papers/phd.html)
Google. Active and Passive Vocabulary
(www.putlearningfirst.com/language/vocab1.html)
Hadi, H.Amirul dan H. Haryono. 1998. Metodologi Penelitian Pendidikan 2 untuk Fakultas Tarbiyah Komponen MKDK. Bandung: Pustaka Setia
Heaton, J. B. 1995. Writing English Language Test. USA: Longman Inc New York.
Hornby, A. S. 1989. Oxford Advanced Learner’s Dictionary. London: Oxford University Press.
Harmer, Jeremy. 2002. The Practice of English language Teaching 3rd Edition Completely revised and updated. Longman.
Kasbolah, Kasihani. 1993. Teaching-Learning Strategies I: Instructional Materials (Part A). Malang: English Department. FPBS IKIP MALANG.
(47)
Kolb, D. 1976. Learning Style Inventory in K. Willing. 1988. Learning Style in Adult Migrant Education. South Australia: National Curriculum Resource Centre.
Nunan, David. 1991. Language Teaching Methodology. New York: Prentice Hall, Ltd.
M.Ngalim Purwanto. 1990. Psikologi Pendidikan. Bandung: Remaja Rosdakarya.
Philip Babvock Gove. 1996. Webster’s Third New International Dictionary.USA: Massachusetts. G&C. Meriam Company.
Robin, Joan and Irene Thomson. How To Be A More Successful Language Learner. Boston: Heinle and Heinle Publisher, Inc.1982
Sardiman. 1992. Interaksi dan motivasi Belajar. Jakarta:Rajawali Perss.
Sudijono, Anas, Prof. Dr. 2008. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Pusat.
Sugiono, Prof. Dr. 2006.Metode Penelitian Kuantitatif Kualitatif dan R&D.
Bandung: Alfabeta
Willing, Ken. 1988. Learning Style in Adult Migrant Education. National Curriculum Resources Centre Adult Adelaide, South Australia: National Curriculum Resource Centre
(48)
APPENDIX L
BIOGRAPHY
Helty was born in the small town of Sungai Penuh, Jambi on November 9th, 1984. She is the first of three children of Prof.Dr.H. Asafri Jaya Bakri, MA and Hj. Emizola, MH. As her parent wanted all their children to be able to continue their study to the higher level, and they moved to Jakarta in1987 and so do their children. In Jakarta her father continuing his study at pasca sarjana program in IAIN Syarif Hidayatullah Jakarta (UIN). She graduated from TK Aisiyah Kampung Utan Jakarta Selatan, in 1990. Later on she continued her study in SDN 02 Kampung Utan Jakarta Selatan only two years. She and her family moved to Jambi again because of joined her father’s job as head of family, and she continued her study in SDN 66/IV Telanaipura Jambi, graduated in 1996. She graduated from Islamic Junior High Shool (SMP Islam) Al-falah Jambi, in 2000 and continued her high school in Islamic Senior High School (MA. Lab) Jambi from which she graduated in 2003. She began her study in the English department of IAIN Sultan Thaha Saifuddin Jambi, but she moved to Jakarta in 2005 and continuied her study in UIN Syarif Hidayatullah Jakarta until now.
Echi a name called by her friends, had joined some organizations to improve her leadership ability. When she was in junior high school, she was a vice leader of student’s council (OSIS) in 1998. In senior high school she was a main secretary of student’s council (OSIS) in 2001. While she was studying in university she had many experiences of organizations, in 2005 she to be trusted as ministry of art and culture and as ministry of education of student’s executive organization (BEM-Non Regular) faculty of tarbiyah and teacher’s training.
Besides her education and organization she also can to fall in love, that began Since she know someone that make her hypnotized, she feel happy and more adult in walk on her life. Pada Oloan Siregar, S.Kom is someone who gives her different attention and asks for her in marriage. She received him as her soul mate or fiancée in October 20, 2007. Finally, she and her fiancée getting marriage in February 8, 2008. They facing this life with they love and their parents bless.
(49)
Direction:
Check list one of the best choices that show your real condition to the statements in the left.
For Example:
I like to learn by listening to songs. no a little good best
(1)
In conclude, it can be said that various learning style types owned by learners may relate to their difference mastery of vocabulary. In other words, students’ preferred ways of going about learning tend to be taken into account of their mastery of vocabulary.
(2)
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion to complete this thesis.
A. Conclusion
It can be concluded that there are four learning style types of language learners. They are concrete, analytical, communicative, and authority-oriented learners. Small number of learners do not belong to any of those type since they do not have predominant style of language learners. The levels of vocabulary mastery for each learning style types are various. These are most likely due to the learners’ different preferred ways of going about learning.
B. Suggestion
It is suggested to language learners to be familiar with their own learning style types so that they can benefit the strength of their styles and manipulate the weaknesses of their style. For language teachers, they may take learners’ style into account for the sake of varying learning strategies and ways in carrying out the lesson in the classroom so that they can promote learners’ need.
(3)
BIBLIOGRAPHY
Arikunto,Suharsimi. Procedure penelitian.Bandung: Rienneka Cipta
Brown, H. Douglas. 1980. Principle of Language Learning and Teaching. Englewood Cliff, New Jersey: Prentice Hall,Inc.
Larsen-Freeman, Diane.1991. An Introduction Second Language Acquisition Research.London New York: Longman.
Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press.
Eggen, Paul and Don Kauchak. 2001. Educational Psychology windows on classrooms 5th edition, New Jersey: Merrill Prentice Hall.
Faisal,Sanafiah .Metodologi penelitian pendidikan. Usaha Nasional
Gardner, R. C.1981. Social Psychology and Second Language Learning: The Role of Attitudes and motivation. London: Edward Arnold.
Gay, L.R. 1976. Educational Research (competencies for Analysis and Application Third Edition). Florida International University: Merril Publishing Company.
Google. Kind of Vocabulary (www.harenet.ne.jp/waring/papers/phd.html) Google. Active and Passive Vocabulary
(www.putlearningfirst.com/language/vocab1.html)
Hadi, H.Amirul dan H. Haryono. 1998. Metodologi Penelitian Pendidikan 2 untuk Fakultas Tarbiyah Komponen MKDK. Bandung: Pustaka Setia Heaton, J. B. 1995. Writing English Language Test. USA: Longman Inc New
York.
Hornby, A. S. 1989. Oxford Advanced Learner’s Dictionary. London: Oxford University Press.
Harmer, Jeremy. 2002. The Practice of English language Teaching 3rd Edition Completely revised and updated. Longman.
Kasbolah, Kasihani. 1993. Teaching-Learning Strategies I: Instructional Materials (Part A). Malang: English Department. FPBS IKIP MALANG.
(4)
Kolb, D. 1976. Learning Style Inventory in K. Willing. 1988. Learning Style in Adult Migrant Education. South Australia: National Curriculum Resource Centre.
Nunan, David. 1991. Language Teaching Methodology. New York: Prentice Hall, Ltd.
M.Ngalim Purwanto. 1990. Psikologi Pendidikan. Bandung: Remaja Rosdakarya. Philip Babvock Gove. 1996. Webster’s Third New International
Dictionary.USA: Massachusetts. G&C. Meriam Company.
Robin, Joan and Irene Thomson. How To Be A More Successful Language Learner. Boston: Heinle and Heinle Publisher, Inc.1982
Sardiman. 1992. Interaksi dan motivasi Belajar. Jakarta:Rajawali Perss.
Sudijono, Anas, Prof. Dr. 2008. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Pusat.
Sugiono, Prof. Dr. 2006.Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta
Willing, Ken. 1988. Learning Style in Adult Migrant Education. National Curriculum Resources Centre Adult Adelaide, South Australia: National Curriculum Resource Centre
(5)
APPENDIX L
BIOGRAPHY
Helty was born in the small town of Sungai Penuh, Jambi on November 9th, 1984. She is the first of three children of Prof.Dr.H. Asafri Jaya Bakri, MA and
Hj. Emizola, MH. As her parent wanted all their children to be able to continue their study to the higher level, and they moved to Jakarta in1987 and so do their children. In Jakarta her father continuing his study at pasca sarjana program in IAIN Syarif Hidayatullah Jakarta (UIN). She graduated from TK Aisiyah Kampung Utan Jakarta Selatan, in 1990. Later on she continued her study in SDN 02 Kampung Utan Jakarta Selatan only two years. She and her family moved to Jambi again because of joined her father’s job as head of family, and she continued her study in SDN 66/IV Telanaipura Jambi, graduated in 1996. She graduated from Islamic Junior High Shool (SMP Islam) Al-falah Jambi, in 2000 and continued her high school in Islamic Senior High School (MA. Lab) Jambi from which she graduated in 2003. She began her study in the English department of IAIN Sultan Thaha Saifuddin Jambi, but she moved to Jakarta in 2005 and continuied her study in UIN Syarif Hidayatullah Jakarta until now.
Echi a name called by her friends, had joined some organizations to improve her leadership ability. When she was in junior high school, she was a vice leader of student’s council (OSIS) in 1998. In senior high school she was a main secretary of student’s council (OSIS) in 2001. While she was studying in university she had many experiences of organizations, in 2005 she to be trusted as ministry of art and culture and as ministry of education of student’s executive organization (BEM-Non Regular) faculty of tarbiyah and teacher’s training.
Besides her education and organization she also can to fall in love, that began Since she know someone that make her hypnotized, she feel happy and more adult in walk on her life. Pada Oloan Siregar, S.Kom is someone who gives her different attention and asks for her in marriage. She received him as her soul mate or fiancée in October 20, 2007. Finally, she and her fiancée getting marriage in February 8, 2008. They facing this life with they love and their parents bless.
(6)
Direction:
Check list one of the best choices that show your real condition to the statements in the left.
For Example:
I like to learn by listening to songs. no a little good best