Students' Reading Comprehension Based On Their Learning Styles (A Causal Comparative Study at the Eight Term Students of English Education Department of UIN Syarif Hidayatullah Jakarta)
Education Department of UIN Syarif Hidayatullah Jakarta)
By:
SARI FEBRIANTI
1110014000001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER
S’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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UIN Syarif Hidayatullah Jakarta. Skripsi of English Education at Faculty of Tarbiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Keywords : Learning Styles; Visual, Auditory and Kinesthetic, Reading Comprehension
The purpose of this study was to know whether there is significant
difference of reading comprehension score based on students’ learning style,
visual, auditory and kinesthetic at 8th term students of English Education Department UIN Syarif Hidayatullah Jakarta in academic year 2010-2015.
This study used quantitative approach and causal comparative as the design of the study. The instruments of this study are questionnaire and documentation, the questionnaire are distributed to English Education students and the documentation comes the score of reading comprehension of ETIS which was taken from the Center for Language Development UIN Syarif Hidayatullah Jakarta. Further, it used One Way ANOVA to analyze the data from questionnaire and ETIS reading score.
Findings of the result reveal that there is no significant difference on
students’ reading comprehension score based on their learning style. The result
showed F-value (F˳ ) 0.030 is lower than F-table (Ft) 3.159, (0.030 < 3.159).
Then the p value is 0.970 greater than 0.05 (0.970 > 0.05). Hence, it can be concluded that H˳ is accepted and H₁ is rejected. Clearly, from the result, it can be said that learning style was not the factor affecting students’ reading comprehension score.
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ii Students’ Reading Comprehension Based on
Comparative Study at Eighth Term Students of English Education Departments UIN Syarif Hidayatullah Jakarta. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Kata Kunci : Learning Styles; Visual, Auditory and Kinesthetic, Reading Comprehension
Penelitian ini ditujukan untuk mengetahui apakah ada perbedaan nilai atau prestasi yang signifikan dalam pemahaman membaca siswa pada soal ETIS berdasarkan gaya belajar, visual, auditory dan kinestetik, pada mahasiswa semester 8 jurusan pendidikan Bahasa Inggris UIN Syarif Hidayatullah Jakarta tahun ajaran 2010-2015.
Penelitian ini menggunakan pendekatan kuantitatif dan design kausal komparatif. Instumen yang digunakan pada penelitian ini adalah kuesioner dan dokumentasi, kuesioner diberikan kepada mahasiswa pendidikan Bahasa Inggris dan dokumentasi berasal dari nilai pemahaman membaca siswa pada tes ETIS yang diperoleh dari Pusat Bahasa UIN Syarif Hidayatullah Jakarta. Penelitian ini menggunakan ANOVA satu jalur dalam menganalisis data hasil kuesioner dan nilai pemahaman membaca ETIS.
Hasil yang diperoleh dari penelitian dari pengujian ANOVA satu jalur membuktikan bahwa tidak ada perbedaan yang signifikan pada nilai pemahaman membaca siswa pada tes ETIS berdasarkan gaya belajar, visual, auditori dan kinestetik. Hasilnya menunjukkan nilai F (0.030) lebih rendah dari nilai F tabel 3.159. Nilai p (0.970) lebih besar dari nilai alpha (0.05). Jadi, bisa disimpulkan H˳ diterima dan H₁ ditolak. Kemudian, bisa terlihat jelas pada hasil bahwa gaya belajar bukan faktor yang mempengaruhi nilai siswa dalam tes pemahaman membaca.
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In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad, her family and his followers.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Sobirin and Rastikawati, S.Pd), for their valuable supports and moral encouragement in motivating the writer to finish her study, and also her beloved sisters (Jihan Fitra Hara and Sabnia Nur Haliza) for their supports to the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to Drs. Nasifuddin Djalil, M.Ag and Maya Defianty, M.Pd for their advices, guidances, corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. All lecturers of Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., The Head of Department of English Education.
3. Zaharil Anasy, M.Hum., The Secretary of Department of English Education.
4. Dra. Nurlena Rifa’i, MA., Ph. D The Dean of Faculty of Tarbiyah and Teachers` Training.
5. Teguh Khaeruddin, M.AppLing., English coordinator of The Center for Language Development UIN Syarif Hidayatullah Jakarta, who has helped to allow the writer in taking the data of ETIS.
6. Her beloved close friends, Solehah girls, Siti Afifah, Nur Pratiwi, Robiatul Adawiyah, Listianty Ridayu Maksum, Sita Pradhita, N.Yani Saniyatul A, Rani Junita Amalia, Ummu Salamah and Nur Maw’izzatillah for sharing knowledge, cares, motivation, times, supports, laugh and happiness.
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iv 2010 for giving cares and supports.
9. Her beloved close friends, Rahayu Velasari, Melinda Wati, Linggar Chintya Dewi, Qurrota Aini and Ihda Putri Wilda for giving supports, cares and happiness.
10.Her beloved close friends, Oni Restiawati, Annisa Yuni Tetiyani and Ayi Raffiah for giving supports and cares.
11.Her beloved cousin, Diannita Sukma Wijayanti, Deffy Wijayanti, Vira Aprillia for the motivation, supports and cares.
12.Her beloved friends, Ilham Aditya Rahman for giving supports, helps and corrections.
13.Her beloved big families.
14.To all of ANNAJAH Senior High School teachers and students.
15.To any other person who cannot be mentioned one by one for their contribution to the writer during finishing his Skripsi. The words are not enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, Oktober 2014
The writer
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v
ABSTRACT ……….. i
ABSTRAK ……… ii
ACKNOWLEDGMENT ………. iii
TABLE OF CONTENT ……… v
LIST OF TABLES ……… viii
LIST OF APPENDICES ……….. x
I.
INTRODUCTION
A.Background of the Study ………. 1B.Identification of Problem ……… 4
C.Limitation of Problem ………. 4
D.Formulation of Problem ………. 4
E. Objective of Study ……….. 5
F. Significance of Study ………. 5
II.
THEORETICAL FRAMEWORK
A.Literature Review 1. Learning Styles ………. 6a. Definition of Learning Styles ………. 7
b. Types of Learning Styles……… 8
1) Visual Learning Style ………….……….. 8
2) Auditory Learning Style ……….………... 10
3) Kinesthetic Learning Style ………...………. 12
2. Reading ………. 14
a. Definition of Reading ……….. 14
b. Purpose of Reading ………. 16
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vi
D.Hypothesis……….. 25
III.
RESEARCH METODOLOGY
A.Place and Time of Research ……… 26B.Research Method and Design ……….. 26
C.Population and Sample ……… 27
1. Population ………. 27
2. Sample ……….. 27
D.Instrument ……….. 28
1. Questionnaire ………... 28
2. Documentation ………. 29
E. Technique of Collecting Data ………. 29
F. Technique of Data Analysis ……… 30
IV.
RESEARCH AND FINDINGS
A.
Data Description ……….……… 341. Learning Style ……… 34
2. Reading Comprehension Score ……… 37
B.
Data Analysis ………..………. 411. The Assumption Test ……….. 41
a. Normality Test ……… 41
b. Homogeneity Test ………. 43
C. The Test of Hypothesis………. 44
D. Data Interpretation ……… 46
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vii
BIBLIOGRAPHY………..
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Table 3.2 Questionnaires Scoring ……… 29
Table 3.3 Formula of ANOVA ……….. 32
Table 4.1 The Score and Classification of Students’ Learning Styles …….. 35
Table 4.2 Reading Comprehension Scores of Visual Learners ………. 37
Table 4.3 Reading Comprehension Scores of Auditory Learners …………. 38
Table 4.4 Reading Comprehension Scores of Kinesthetic Learners ... ……. 39
Table 4.5 Tests of Normality ……….. 42
Table 4.6 Test of Homogeneity of Variances ………. 43
Table 4.7 ANOVA ……….. 44
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APPENDIX 1 Questionnaire of the Research ………. 59
APPENDIX 2 Scoring of Questionnaire ………. . 61
APPENDIX 3 Documentation of Reading Comprehension Score ……… 66
APPENDIX 4 Statistical Descriptive of Learning Styles ……….. 68
APPENDIX 5 P-Plots and Curve of Normality Test ………. 70
APPENDIX 6 Statistical Descriptive of Reading Score Based on Learning Styles ……….. 72
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1
CHAPTER I
INTRODUCTION
A.
Background of Study
Reading is one of the important ways to improve general language skills in learning English. It is important because by having ability to read, students can learn thinking in English, increase English vocabulary, improve writing, and find out about new ideas, facts and experiences.1 Therefore, it can be said that reading is one of the keys to succeed for everyone who wants to be an educated person.
According to Saadi, reading difficulties is a common problem of students. He stated that there are many students encounter difficulties in reading.2 Having good competence in reading is very important for English foreign language students. Likewise, English Education Department students, they also encounter reading difficulties. They are supposed to master reading skill because reading is one of primary subject matters in their majoring and they will find a lot of reading materials. However, acquiring reading skill is not easy for students. Thus, reading becomes a common problem among English Education students.
Reading is about understanding written text. It assumed to be difficult because reading requires a complex activity that involves perception and thought.3 Also, John J. DeBoer claimed that “Reading is much more complex process. We know that effective reading involves all of higher mental processes. It involves recall, reasoning, evaluation, imagining, organizing, applying and problem solving.”4
Hence, it can be concluded that reading is an active, complex and difficult because it links to the comprehension.
1
Beatrice S Mikulecky and Linda Jeffries, More Reading Power, (USA: Addison-Wesley
Publishing Company, 1996), p. 1.
2
Ibrahim Abdu Saadi, An Examination of the Learning styles of Saudi Preparatory
School Students who are High or Low in Reading Achievement, Thesis of Victoria University, 2012, p. 4, published.
3
Elizabeth Pang in Zainal Abidin Naning and Rita Hayati, The Correlation between Learning Style and Listening Achievement of English Education Study Program Students of
Sriwijaya University, Jurnal Holistics, vol 3 no. 5, 2011, p. 3.
4
John J. DeBoer & Martha Dallmann, The Teaching of Reading, (New York: Holt Inc,
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Comprehension is not a single unitary process, the first step is moving the word on page to mind or decoding process which involves perceptual and conceptual components. The second, recognizing every words using the memory and connecting the words into the idea units.5 Hence, from those statements it can be understood that having sufficient and good ability in comprehending text is important, especially for (EFL) English Foreign Language learners in order to they can out from the difficulties of reading.
Then, Susan Shreen asserted that individuals clearly differed enormously in their personality, beliefs and attitudes. They differed in the cognitive abilities and language learning aptitude; some people learnt languages more quickly and easily than others.6 In other words, the difference of students’ comprehension or achievement relates to their English acquisition in learning process.
Furthermore, different ways in learning are used by students to perceive or acquire information from learning situation clearly and use the knowledge well. Also supported by Rebecca L. Oxford, one of main factors that help to determine how and how well students learn a second language or foreign language which can influence their comprehension in listening, speaking, reading and writing is learning styles. Thus, it can be concluded that learning style relates to English skills comprehension.7
Similarly, Nolting emphasized on Saadi, “students’ academic achievement positively increases if they are aware of their learning style and how they learn best.”8 Moreover, according to Dorris Matthews, students’ learning styles influence their own academic achievement.9 Hence, based on some statements from the experts above, it can be concluded that learning styles plays crucial role
5
JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press,
2008), p. 5.
6
Susan Shreen, Self Access, (Oxford: Oxford University Press, 1989), p. 5.
7
Rebecca L. Oxford, Language Learning Styles and Strategies: an Overview, (Oxford:
GALA, 2003), p. 1.
8
P. Nolting, in Ibrahim Abdu Saadi, An Examination of the Learning styles of Saudi
Preparatory School Students who are High or Low in Reading Achievement, Thesis of Victoria University, 2012, p. 5, published.
9
Doris B. Matthews, An Investigation of Learning Styles and Perceived Academic
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in the learning process and influences students reading achievement for learning styles relate to the way people acquire and comprehend information. They will learn easily through their own learning styles.
Furthermore, according to Joy M Reid, there are three learning styles. Students learn in many different ways, visual, auditory and kinesthetic learning style (VAK). Some students learn primarily with their eyes, visual learners, or with their ears as auditory learners and some students prefer to learn by experience and practice as kinesthetic learners.10
Since the learners are different in their preferences to the certain learning styles, it will be important for educators or teachers to know the variations of students learning styles because the information about students’ learning style preference can help the teachers become aware to the students’ differences brought to the classroom. It is important for teachers to accommodate students’ learning styles, thus, all students are able to succeed in their classes by learning with suitable learning styles. And if teachers are not aware of students’ learning style preference, they may intend to use inappropriate methods in teaching and consequently students cannot understand the material maximally and it can influence to their achievement. Thus, focus one learning styles will be adverse for students.
Departing from the discussion above, it is assumed that students’ learning styles, visual, auditory and kinesthetic are affected towards students’ reading comprehension score. Then, it is important for students and teachers to recognize learning styles in order to their reading skill could be increased. Thus, this research will find out or investigate the significant differences on students’ reading comprehension based on students’ learning styles and it will be conducted by causal comparative study.
10
Joy M Reid, Understanding Learning Styles in the Second Language Classroom, (New
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B.
Identification of Problem
Based on the background of the study above, some problems affecting students’ low score in reading are identified as follows:
Many students still get difficulties in comprehending reading materials because teachers probably do not consider with students’ learning styles in learning English.
Many students do not consider about their own learning styles and also teachers sometimes do not consider about students’ learning styles because of the big size class.
Many teachers tend to teach students with one learning style and neglect that students in class have different learning styles whether visual, auditory or kinesthetic learning styles.
Many students sometimes have less motivation and interests if the teacher uses the method of teaching which is not suitable with their learning styles.
C.
Limitation of Problem
Based on the identification of problems presented above, the problem is limited only on reading comprehension according to the three major learning styles; visual, auditory and kinesthetic learning style.
D.
Formulation of Problem
Since the students are different in English acquisition in learning process. And it reflected to some of them still get low reading achievement that can be measured from their reading comprehension, therefore formulating problem of this study is “Is there any significant difference of students’ reading comprehension based on their visual, auditory and kinesthetic learning styles?”
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E.
Objective of Study
The objective of this study is to find out whether there is any significant difference of students’ reading comprehension based on their visual, auditory and kinesthetic learning style.
F.
Significance of Study
The research result is expected to give information for: 1. The teachers
The result of this research is expected to give knowledge for teacher so that they are more aware to students’ differences brought to the classroom, to create an optimal learning environment in the classroom by knowing the students’ learning styles, visual, auditory and kinesthetic learning styles and to improve teaching and learning process, therefore students can increase their reading comprehension.
2. The students
The result of this research is expected to give information to students about their learning styles so that they can integrate it in the process of learning; therefore, they can learn more easily and fast and will be successful in learning. Furthermore, by knowing learning styles, it can help students become an effective problem solver that they face in the learning process.
3. The readers
For the readers the research result is expected to give information to them about their learning styles so that they can more consider to their own learning styles in reading.
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CHAPTER II
THEORETICAL FRAMEWORK
A.
Literature Review
1.
Learning Styles
There are lots of different meanings of learning. Learning is “acquiring or getting of knowledge of a subject or a skill by study experience, or instruction.”1
Similarly, Suyono and Hariyanto defined that learning is an activity or process to acquire knowledge, to increase skill, to correct behavior and to reinforce personality.2
To acquire or get knowledge can be done through some best or preferred ways. Every student has preferred ways of learning and approaches that work best for students. Their success is not only depending on how well they learn, but depending on the way they learn.
Preferred or diverse ways of learning, comprehending and knowing is contributed by three types of factors, they are cognitive factor; different ways of perceiving, organizing and retaining information, affective factor; different attitudes, values and emotions and psychology factor; different psychological development.3 The three factors clearly tell that every student has different ways in learning.
In addition, students’ self-assess will be encouraged if they know how they learn best and their role in the instructional process. Then, students who are encouraged to examine how they learn take different view
1
H. Douglas Brown, Principles of Language Learning and Teaching 5th Edition, (San
Fransisco: Longman, 2007), p. 7.
2
Suyono and Hariyanto, Belajar dan Pembelajaran, (Bandung: PT Remaja Rosdakarya
Offset, 2011), p. 9.
3
Myra Pollack S and David Miller S, Teachers, Schools, and Societies, (New York: Mc
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of the process in the classroom and it will give impact to them in behavior and achievement.4
Hence, it is important for students to know the ways they used to learn. For it is connected to students favor of some particular method of interacting with, taking in and processing stimuli or information of knowledge and it will affect students learning outcomes.
a.
Definition of Learning Styles
Learning style is the ways of students in absorbing and understanding the information or idea. In the other side, it could be said that learning styles is the preference ways in learning.
According to Kolb, he emphasized “learning style is characterized by the degree to which the learner emphasizes abstractness over concreteness in perceiving information and the degree to which he or she emphasizes action over reflection in processing information in a learning situation.”5
Meanwhile Hilliard stated “learning styles are the characteristic ways in which an individual acquires, perceives, and processes information.”6 Meanwhile, based on Dunn and Dunn statement, “learning style is the way in which each learner begins to concentrate on, process, absorb and retain new and difficult information.”7
As the result from those statements, learning style is the way a person prefers to learn. She or he will enjoy and feel comfortable in absorbing the information with her or his own way.
4
Nic Cooper & Betty K. Garner, Developing a Learning Classroom, (Thousand Oaks:
Corwin, 2012), p. 30.
5
David Kolb, in Doris B. Matthews, An Investigation of Learning Styles and Perceived
Academic Achievement for High School Students, Taylor and Francis Group, 69, 1996, p. 249.
6
Hilliard in Zainal Abidin Naning and Rita Hayati, The Correlation between Learning Style and Listening Achievement of English Education Study Program Students of Sriwijaya
University, Jurnal Holistics, 2011, p. 2.
7
Dunn and Dunn in Zainal Abidin Naning and Rita Hayati, The Correlation between Learning Style and Listening Achievement of English Education Study Program Students of
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Learning style, different to approaches to learning, is a term used to describe the attitudes and behaviors, which determine an individual's preferred way of learning. Although the students have the combination of learning styles, they usually have a dominant learning style or their own preference style. Others usually find that they use different styles in different circumstances. It does not matter to use different styles in different circumstances. It is just the matter of preference of the way in learning or absorbing the information.
b.
Types of Learning Styles
Based on Joy M Reid’s statement which the writer stated in the background of study, there are three kinds of learning styles. They are visual, auditory and kinesthetic learning styles.
1)
Visual Learning Style
Visual means connecting with seeing or sight. According to Yong, Visual learning style refers to a preference for learning through vision and visual learners rely on their sight to take the information. They organize the knowledge in terms of spatial interrelationships among ideas and store it graphically. There are some characteristics of the students’ visual learning style; they can memorize the material better when it is presented by using visual media such as: power point presentations, videos, pictures, diagrams and graphs. Visual learners typically like to be able to read the textbook, journal, article, or newspaper on their own to increase their understanding.8
Furthermore, Myra Pollack stated that students learn best by seeing and they will find the information when it is explained by the aids of textbooks, charts, pictures, course outlines and graphics. Visual learners like
8
Yong, F. L., A Study on the Cultural Values, Perceptual Learning Styles, and Attitudes
Toward Oracy Skills of Malaysian Tertiary Students, European Journal of Social Sciences, Vol.
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to keep their eyes on the teacher by sitting in front of the class and watching the teacher closely.9
Stephen James Minton stated, “Essentially, visual learners learn best from what they can see”.10
They can respond and remember best the learning material through eyes. Similary, Glover and Law asserted that visual learners rely on what they see in writing form.11
In addition, Daiek and Anter explained that visual learning is learning through seeing; reading, watching people, videotapes and television. Their visual learning characteristics are using guided imaginery, forming pictures in mind, using notebooks, seeing parts of words, watching movies on subjects, using color codes, using flow charts, underlining in color, drawing pictures, using cue words, using study cards, using charts, graphs and maps, drawing on or using drawings, using exhibits, using photographs, using mind maps and acrostics and selecting courses that are reading-centered.12
Moreover, Porter and Hernacki were covering the characteristics of visual learners. Visual learners are tidy and order, talk active, good planner and manager, detail and attentive, good performing in appearance and presentation, good speller, good in remembering what they see, good in memorizing using their visual association, not easy to be disturbed by noisy, bad in memorizing verbal instructions, good in reading speed and diligent, good in learning by reading than listening to someone, need whole vision and objective, good in taking notes during in phone cell, easy to forget sending the verbal message to others, always give short answer for each question, prefer doing demonstration than speech, prefer art than music,
9
Myra Pollack S and David Miller S, loc.cit
10
Stephen James Minton, Using Psychology in the Classroom, (London: SAGE
Publication, 2012), p. 58.
11
Derek Glover and Sue Law, Improving Learning Professional Practice in Secondary
Schools (Memperbaiki Pembelajaran Praktik Profesional di Sekolah Menengah), (Jakarta: PT Grasindo, 2002), p. 92.
12
Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York:
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good in knowing what need to be said, but difficult to choose the diction, and easy to lose the concentration when they want to get focus13
In the same way, Fadhilah Suralaga and Solicha described that visual learner depends on visual attention which means that seeing the proof of something then believing it. Visual learners always need to see the information to comprehend it.14
It can be comprehended that visual learning style is students’ preferences in how they use their abilities of acquiring, using and thinking about knowledge on visual sense. Visual learners are intended talkative, diligent and tidy. However, in order to learn best by seeing, they tend to less in verbal things.
2)
Auditory Learning Style
Auditory learning is a learning style in which a person learns through listening. Based on Myra Pollack and David Miller, auditory learners learn best through hearing, this type of students can remember the detail of conversations and they also have strong language skills. Auditory learner should be given opportunity to recite the main points of a book or teachers statement and let them say out loud the meaning of the illustrations and main subject headings and recite any new vocabulary words. It can be helpful for them to comprehend the material of the subject matters.15
Abbas Pourhossein Gilakjani pointed out, “auditory learners discover information through listening and interpreting information by the means of pitch, emphasis and speed.”16
13
Bobby de Porter and Mike Hernacki, Quantum Learning – Membiasakan Belajar
Nyaman dan Menyenangkan, (Bandung: Kaifia, 2000), pp. 116 – 118.
14
Fadhilah Suralaga and Solicha, Psikologi Pendidikan, (Jakarta: Lembaga Pemelitian UIN
Syarif Hidayatullah Jakarta, 2010), p. 38.
15
Myra Pollack S and David Miller S, loc.cit.
16
Abbas Pourhossein Gilakjani, Visual, Auditory, Kinaesthetic Learning Styles and Their
Impacts on English Language Teaching, Journal of Studies in Education, Vol. 2, No.1, 2012, p.
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Hamzah Uno stated in Orientasi baru dalam Psikologi Pendidikan
that the learning style of auditory learners relied on hearing for comprehending and remembering. This learning style put hearing as the primary device to absorb information or knowledge.17
Deborah Daiek and Nancy Anter said that auditory learning style is learning through hearing lectures or audiotapes. Daiek and Anter elaborated features of auditory learners are listening to tapes, watching documentaries, speaking about subjects, sounding out words, using rhymes, having discussions, explaining notes, using word links, taping-recording studying, using oral directions, talking and listening with a partner, using rhythmic sounds, listening carefully, talking to own selves and reading aloud.18
Meanwhile, in Psikologi Pendidikan (Dalam Perspektif Baru) stated that a learner who has verbal learning style or auditory learning style, they will get much information, knowledge and idea by hearing words and explanations.19 In the same way, Derek Glover and Sue Law mentioned that auditory learners rely on material presentation that delivered by oral or spoken.20
Auditory learning style preferences are the result from processing auditory learners’ brain to receive and to process the knowledge. There is proverb said that to be fond of learning is to be near the knowledge. But to be near the knowledge, auditory learners involve in teaching learning process through their sense of hearing and their brain.21
Here are the characteristics of auditory learner, elaborated by Bobby De Porter and Mike Hernacki, they pointed that auditory learners talking to own self when working, getting easy to be disturbed by noise, making lips move when they are reading a book, prefer reading loud and listen, feeling
17
Hamzah Uno, Orientasi baru dalam Psikologi Pendidikan, (Jakarta: PT Bumi Aksara,
2008), p. 181.
18
Deborah Daiek and Nancy Anter, loc. cit
19
Sudarwan Danim and Khairil, Psikologi Pendidikan (Dalam Perspektif Baru), (Bandung:
Alfabeta, 2010), p. 116.
20
Derek Glover and Sue Law, loc. cit.
21
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difficult to write, but great in telling story, speaking in the good rhythm, used to be a fluent speaker, listening to music rather than art, learning by listening and remembering what they discussed rather than seeing, speaking, discuss and telling story completely, having a job problem which commit to visualization, spelling loudly rather than to write, making a joke than to read comic.22
Likewise some definition above about auditory learning style, Fadhilah Suralaga and Solicha asserted that auditory learners focus on hearing attention to absorb the information. It means that they should be hear firstly, and then they can memorize and understand the information.23
Consequently, it can be concluded that auditory learners use their sense of hearing to absorb and comprehend knowledge rather than reading.
3)
Kinesthetic Learning Style
Kinesthetic learning style is the way people absorb information through physical, likely they use their body or sense of touch to learn and understand the world around them. Joy M Reid stated, “Kinesthetic learning: experiential learning, that is, total physical involvement with a learning situation.”24
According to Zainal Abidin Naning and Rita Hayati’s research, students who have kinesthetic learning style prefer to think out issues, idea and problems while the teacher giving exercises. These learners typically use larger hand gestures and other body language to communicate. They learn best through a hands-on approach and may find it hard to sit still for a long periods and may become distracted by their need for activity and exploration.25
22
Bobby de Porter and Mike Hernacki, op.cit., p. 118.
23
Fadhilah Suralaga and Solicha, op.cit., p. 39.
24
Joy M Reid, The Learning Style Preferences of ESL Students,TESOL QUARTERLY,
Vol. 21, No. 1, 1987, p. 89.
25
Zainal Abidin Naning and Rita Hayati, The Correlation between Learning Style and
Listening Achievement of English Education Study Program Students of Sriwijaya University,
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Also, Bobby De Porter and Mike Hernacki claimed the characteristics of kinesthetic learners are speaking slowly, responding to physical gesture, touching people for getting their attention, standing closer when talking with someone else, Orienting to physics and much made moving, learning through manipulation and practice, memorizing by walking while seeing, using fingers to point when reading, using body language intensively, Never staying quietly for long time, bad to remember Geography, excluding if they have ever visited the place, using much action verbs, reading book which oriented to the plot, having untidy characteristic, tending to do everything, playing games much26
In “A Comparison of Learning Styles and Academic Performance of Students Enrolled in Introductory Poultry Science Courses in Bachelors of
Science and Associates of Applied Science Programs” a study described that
kinesthetic learning is learning actively and the bodily engaged in the learning process with real world activities and with activities that have meaning to the learner.27
Further, H. Douglas Brown asserted, “kinesthetic learners will show a preference for demonstrations and physical activity involving bodily movement.”28
Additionally, kinesthetic learners usually called haptic (Greek for “moving and doing”). This type of learners learns best by doing. They will catch the idea easily when it is explained by the instructional aids of skits and role-play. Kinesthetic learners will move or go around along the learning and teaching process. Thus, the teacher should provide them to do the movement in class for it also can enhance their memorizing information.29
In addition, stated by Deborah Daiek and Nancy Anter, “kinesthetic learning is preferred learning by touching and doing; practicing techniques,
26
Bobby de Porter and Mike Hernacki, op.cit., pp. 118 – 120.
27
Lynn Worley-Davis, A Comparison of Learning Styles and Academic Performance of Students Enrolled in Introductory Poultry Science Courses in Bachelors of Science and Associates
of Applied Science Programs, Thesis North Carolina State University, 2012, p.12, published.
28
H. Douglas Brown, op.cit., p. 129.
29
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drawing maps, creating outlines or making models. The characteristics of that learning style are always better in learning by doing physically, better involving in role play, good in pretending to teach subject, writing lists repeatedly, better in using notecards, prefer to do projects and create pictures, prefer pointing with finger when reading, prefer practicing by repeated motion, good in take notes and create pictures, prefer stretching and moving from chair, prefer riding stationary bike while reading, prefer putting feet in a tub of sand while reading, good in dancing, and prefer selecting project-driven courses.30
In line with all the experts above, Marie Carbo stated that “Kinesthetic learners are students who learn easily by doing and experiencing. Kinesthetic learners are helped with frequent breaks that allow them movement, informal reading areas that enable them stretch and move while they read. They learn more easily when they are doing or build something related to what they are learning.”31
As a result, kinesthetic learning style is the way students comprehend information that they learn through their physical body movement or demonstrations.
2.
Reading
a.
Definition of Reading
In general, reading is one of the important language skills in learning English. “Reading is an extraordinary achievement when one considers the number of levels and components that must be mastered.”32 Hence, it can be said that reading is fundamental skill or achievement that should be mastered for achieving one purpose.
30
Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York:
McGrawHill, 2004), pp. 12-13.
31
Marie Carbo, Becoming a Great Teacher of Reading, (California: Corwin Press, 2007), p.
56.
32
Danielle S. McNamara, Reading Comprehension Strategies: Theories, Interventions and
(27)
According to Christine Nutall, reading means the communication process through decoding a message or information from the written words to get the meaning of the text.33
Reading is useful especially for language acquisition. As stated by Teresa Walted, “reading is an effective process in which students think, reason, and apply strategies to construct meaning.”34
Reading is an active process or of understanding written text which means extracting required information from it as efficiently as possible, as supported by some arguments from many experts about definition of reading.
The statement above is supported by Deborah Daiek and Nancy Anter statements, they claim that there are some definitions of reading. Then, it can be concluded reading as an active process that has two ways of communication between an author and a reader through written language or symbol (text) and it requires interpretation and understanding.35
Meanwhile based on William Grabe & Fredricka L. Stoller statement in their book, “Reading is the ability to draw meaning from the printed page and interpret information appropriately.”36
According to Sandra Silberstein, “Reading is an active process. The students can work intensively, interactively with the text in order to create meaningful discourse.”37
Edward David Allen and Rebecca M. Valette stated in their book, “reading is developmental process, its first stage is recognizing sound-symbol whether directly or reading aloud sentences and words orally.”38
33
Christine Nutall, Teaching Reading Skills in a Foreign language, (Oxford: Heinemann
International, 1989), p. 4.
34
Teresa Walted, Teaching English Language Learners, (New York: Longman, 2004), p.
49.
35
Deborah Daiek and Nancy Anter, op.cit., p. 5
36
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow:
Longman, 2002), p. 11.
37
Sandra Silberstein, Techniques and Resources in Teaching Reading, (Oxford: Oxford
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Therefore, it can be said that reading has two main processes within, firstly, recognizing the symbols or word and then it will be processed in the humans brain to interpret the symbols. Further, the result of the interpretation will be comprehended by people and they can get the idea, information of textual things.
Jeremy Harmer claimed that “Reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out the significance of these messages.”39
Moreover, Jo Ann Aebersold and Mary Lee Field said that everything which happens when people look at the text and compute the meaning to written symbols from the text is reading.40
Hence, from the explanation above about various definitions of reading, it can be said that a universally acceptable reading definition does not exist. However, a simple conclusion can be given to make easier comprehend the definition of reading. Reading is a process, activities or ability on purpose to comprehend the meaning or information whether from printed page or not.
b.
Purpose of Reading
Reading is an activity with a purpose. Whatever materials that people read, definitely they have an objective in reading. People may read in order to get further information and idea or verifying an existing knowledge, then in order to analyze a writer’s ideas or writing style. They used to read to get pleasure or enjoyment and hobby. Further, person also read to enhance their knowledge of the language being read.
38
Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign
Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc, 1977), p. 249.
39
Jeremy Harmer, The Practice of English Language Teaching, (Essex: Longman, 1991),
p. 190.
40
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and
Strategies for Second Language Classrooms, (New York: Cambridge University Press, 2003), p.15.
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According to Christine Nutall, when people read, it means that they want to get something from the writing, such as facts, ideas, enjoyment or even feelings of the letters. Whatever ways the writer expressed the message, the readers will get and need the message.
Even though people read only for spending time, it is still a purpose or objective. In term of reading for pleasure, it is different than reading textbooks or recipe, they read it for information. However, for term of reading for pleasure, they read to get the information that exists in the source which they like.
As Jeremy Harmer has divided the purpose of reading, he divided the purpose into two general objectives. The first is reading for pleasure. People read because they get interesting to the material which they read, such as, reading comics, novels or magazines. The second is reading for general language improvement. People read for they need information contained in the text, like, textbook, newspaper, encyclopedia, etc.41
Meanwhile based on Williams cited in Jo Mc Donough & Christopher Shaw, he classified the purpose of reading into three; getting general information from the text, getting specific information from the text and pleasure or for interest.42
Also, Rivers and Temperly elaborated more detail about the purpose of reading as cited in Materials & Method in ELT by Jo Mc Donough & Christopher Shaw, list of the following is examples of some reason that L2 students may need or want to read:
to obtain information for some purpose or because we are curious about some topic
to obtain instructions on how to perform some task for our work or daily life
41
Jeremy Harmer, op.cit., p. 182.
42
Rivers and Temperly in Jo Mc Donough & Christopher Shaw, Materials & Method in
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to keep in touch with friends by correspondence or to understand business letters
to know when or where something will take place or what is available
to know what is happening or has happened (as reported in newspapers, magazines or reports)
to have enjoyment and excitement43
Additionally, William Grabe & Fredricka L. Stoller claimed and concluded reading aims into seven, they are for finding simple information, skimming information quickly, learning from texts, integrating information, writing or finding information needed for writing, criticizing texts and getting general comprehension.44
From those statements above, it can be overgeneralized that the main or primarily aims of reading is to get information whether they read for pleasure or not. Information is a crucial aspect that people want for fulfilling their need when they are reading, it is for getting comprehension or meaning of the material content.
3.
Reading Comprehension
Comprehension is the reason of people to read. They will find lots of texts in daily life for being comprehended. Then, in comprehending a topic or main idea, people definitely interact with the text relating pre-questioning of the text to prior experiences of construct meaning which can be found in the text. Hence, it is necessary for people especially students in Senior High School to master reading comprehension in order to they can understand every texts they will be read along learning English.
Edward David Allen and Rebecca M. Valette stated in their book, “Reading is more than just assigning foreign language sounds to written
43
Jo Mc Donough & Christopher Shaw, Materials & Method in ELT, (Oxford: Blackwell
Publishers, 1993), p. 90.
44
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words; it requires the comprehension of what is written. Students differ in their ability to read their native language and these same differences reappear in their ability to read a second language.”45
According to William Grabe and Fredricka L. Stoller, “Reading comprehension is an extraordinary feat of balancing and coordinating many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and enjoyable activity for fluent readers.”46
Meanwhile, reading comprehension based on Developing Reading Skills (A practical guide to reading comprehension exercises),
“Understanding a written text means extracting the required information from it as efficiently as possible.”47
Moreover, Susan E. Israel and Gerald G. Duffy asserted that, “Reading comprehension is only a subset of an ill-defined larger set of knowledge that reflects the communicative interactions among the intentions of the author/speaker, the content of the text/message, the abilities and purposes of the reader/listener, and the context/situation of the interaction”.48
Pang stated, “Reading is about understanding written text.”49 It is a complex activity that involves both perception and thought. Reading consists of two related processes such as word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension refers to the understanding what is being said or read. When it comes to reading, it is an active process that should be developed if a learner to become a proficient reader.
45
Edward David Allen and Rebecca M. Valette, op. cit., p. 249.
46
William Grabe and Fredricka L. Stoller, op.cit., p. 29
47
Francoise Grellet, Developing Reading Skills: A practical guide to reading
comprehension exercise, (London: Cambridge University Press, 1986), p. 3.
48
Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension,
(New York: Routledge, 2009), p. 32.
49
Elizabeth Pang in Zainal Abidin Naning and Rita Hayati, The Correlation between Learning Style and Listening Achievement of English Education Study Program Students of
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Based on definition above, it can be said that reading and comprehension are two elements that cannot be separated each other. As the result, reading comprehension is activities to understand writer ideas through interpretation of meaning and interaction with existing knowledge.
Meanwhile, asserted by Cathy Collins Block, Lori L. Rodgers and Rebecca B. Johnson, reading comprehension is an active process connected to the thinking process, textual content and knowledge, expectations and purpose of reading.50
In addition, Dorothy Piercey states that the students’ ability to comprehend the written language depends on their ability to understand what the writer says. Reading activities in contents areas about comprehension depends on one’s ability:
a) To evaluate and make a judgment
b) To distinguish between what an author offers as fact and the author’s opinion about those facts.
c) To recognize the difference between what is fact and what is assumed to be fact.
d) To compare e) To categorize
f) To grasp the explanation of a process g) To identify an author’s theme
h) To know characters
i) To recognize a main idea and the data that support it j) To distinguish between cause and effect
Comprehending requires the reader a) To interpret
b) To solve problem c) To visualize d) To hypothesis
e) To observe and report f) To gather and organize data g) To follow directions
h) To draw conclusion i) To predict outcomes.51
50
Cathy Collins Block, Lori L. Rodgers and Rebecca B. Johnson, Comprehension Process
Instruction: Creating Reading Success in Grades K-3, (New York: Guilford Press, 2004), p. 3.
51
Dorothy Piercey, Reading Activities in the Content Areas, (Boston: Allyn and Bacon, Inc.
(33)
Also, Scott G. Paris and Ellen E. Hamilton pointed out that there are many definitions of reading comprehension, however, they emphasized “Reading comprehension is the process of understanding the message that the author is trying to convey. Very simply, it is making meaning from the text at hand.”52
From all definitions about reading comprehension above, it can be understood that reading comprehension is a process of understanding textual content, knowledge or ideas through thinking process which requires analysis, coordination and interpretation.
4.
Reading and Learning Style
Reading is useful for language acquisition. Many people want to be able to read text in English either for careers, for study purposes or simply for pleasure. Further, reading has a positive effect on students’ vocabulary knowledge, on their spelling and on their writing.
The way students reading depend on their learning styles. The learning styles of students are uniquely diverse. Therefore, it is important to understand and being aware of students’ learning style preference in reading because their learning style preferred could bring improvement in students’ reading achievement in school.
According to Miles V. Zint, the cause of reading failure is individuals are different from each other in learning rates.53 It can be said that low reading achievement can be caused by different ways of learning among people which is depends on preferred ways of people to receive or understand knowledge.
Then, Rod Ellis stated that students’ preferred ways of learning affect their second language learning input and output, such as learning task or
52
Pamela J. Farris, Carol J. Fuhler and Maria P. Walther, Teaching Reading: A Balance
Approach for Todays’ Classroom, (Boston: McGraw-Hill Companies, 2004), p. 321.
53
Miles V. Zint, Corrective Reading, (Dubuque, Wm. C, Brown Company Publishers,
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comprehension of four English skills whether productive or receptive skills.54
As supported by Armbruster, Lehr and Osbrn, “reading as a complicated process, and achievement in reading has been linked to learning styles.”55 Therefore, it can be said that reading comprehension that can be seen to their achievement relate to learning styles.
In adddition, Stahl on Abu Ibrahim Saadi reported, “teachers need different approaches to teach students to read, because learning styles indicate that different children differ in their phonemic abilities, in their ability recognizing words, and ability to comprehend and learn from the text, and their motivation and aprreciation of literature.”56
Thus, from the statements above, it can be understood that reading and learning styles relates each other. Learning styles are important to be known and awared whether by students or teachers due to its indication to the ability of people in reading or recognizing meaning of the text.
B.
Previous Study
There are some previous studies which relates to comparison between learning style and reading comprehension.
Firstly, the research was conducted by Endang Rahmatullah, he conducted the research which comparing between visual and auditory learning style through students’ achievement in English and found out the significant difference on students’ English learning achievement based on their visual and auditory learning style in the second grade of SMAN 1 Sepatan. T-test is used to compare the differences between students’ visual and auditory learning on English achievement. As a result, his study revealed
54
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 2003), p.
73.
55
Armbruster, et.al., Put Reading First: The Research Building Blocks for Teaching
Children to Read, Kindergarten through Grade 3 (3rd Edition), Jessup: MDNational Institute for Literacy, 2003.
56
Stahl in Ibrahim Abdu Saadi, An Examination of the Learning styles of Saudi
Preparatory School Students who are High or Low in Reading Achievement, Thesis of Victoria University, 2012, p. 3, published.
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that there is a significance difference between students’ visual and auditory style in English achievement.57
Secondly, the research was conducted by Cendy Septianty Rizky. She conducted causal comparative study which finding out whether there was significant differences of students’ English achievement based on their visual, auditory and kinesthetic learning styles at second grade of SMP Islam Harapan Ibu. The data analysis revealed that auditory dominated the students’ learning styles and the highest score was gotten by kinesthetic learners. She used ANOVA to analyze the data. The result showed that there is a significance difference among student’s English achievement. Therefore, it can be understood that there is significant differences value in students’ English achievement based on their learning styles.58
The last related previous research was conducted by Tanta. The purpose of her research was to know the impact of students’ learning style towards their academic achievement on the subject of general biology. The instruments that the writer used to gathering the data were observation, questionnaire, and documentation. She used SPSS to analyze the data and in analyzing data, she also tested the normality test and she calculated the regression analysis. The research result of the research showed that students’ learning style belonged to visual type because 22 students from 31 sample are visual learners. Then, it revealed that there is an influence of learning styles to the academic achievement of the students of semester I 2009/2010 of biology education program.59
57Endang Rahmatullah, “Students’ English Achievement based on their Learning Style (An
Ex Post Facto at Second Grade students SMAN 1 Sepatan Tangerang”, Skripsi Universitas Islam
Negeri Jakarta, 2009, pp.1- 26, unpublished.
58
Cendy Septianty Rizky, “Students’ English Achievement based on their Learning Style
(A Causal Comparative Study at Second Grade students SMP Islam Harapan Ibu”, Skripsi
Universitas Islam Negeri Jakarta, 2013, pp.1- 26, unpublished 59
Tanta, The Impact of Learning Style towards Students’ Study Achievement on the
Subject of General Biology, of Biology Education Program, Cenderawasih University. Kreatif
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C.
Theoretical Framework
Reading is an active skill. When people read, they have a goal. They want to get idea or information from the written text. It means that whoever people are need comprehension to get the main idea of a reading text. Especially, for English Education Department students, they will have a lot of reading texts material even less reading is the main subject which they have to be mastered. Therefore, the ability in reading plays significant role for them to gain success in their academic achievement. However, reading comprehension becomes a problem among the students when they face a reading text.
Reading comprehension which can be seen from their achievement relates to English acquisition. One of factors affected language acquisition is learning styles. Learning styles relates to reading achievement because the ways students prefer to learn determine their comprehension. She or he feels comfortable in absorbing, acquiring, pereceiving, and processing the information with her or his own way. Those factors make learning styles relate to reading comprehension. Despite of the students have the combination of learning styles, they usually have a dominant learning style or their own preference style.
The students who have visual learning style, they will prefer to learn by reading a book by themselves. They will have much interaction with visual and books rather than other learning styles. It means that they will use to read and automatically they will have better comprehension in reading. Meanwhile, students who have auditory learning style, they prefer to listen or hear something from people. They will have better comprehension by hearing rather than reading. It can be said that auditory learners generally will have less comprehension in reading rather than visual learners. And then, kinesthetic learners prefer to learn by touching and doing. They really like doing experiment when they are learning. Movements are their oriented to learn best. It means that their preferences are in play with the physical parts rather than reading or looking at diagrams about how it works.
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As the result, the comparison of learning style; visual, auditory and kinesthetic needs to be investigated. It is considered and believed that if every student has different preferred ways of absorbing information or knowledge, it means that they have different achievement.
D.
Hypothesis
Based on the theories provided above, it is formulated a hypothesis as follows:
1. Ha (Alternative Hypothesis)
Ha = There is any significant difference of students’ reading comprehension based on their learning styles; visual, auditory and kinesthetic.
2. H0 (Null Hypothesis)
H0 = There is no significant difference of students’ reading comprehension based on their learning styles; visual, auditory and kinesthetic.
In summary, the hypothesis towards the study based on theories from some experts elaborated above is Ha, it can be said that there will be a significant difference of students reading comprehension based on their learning styles; visual auditory and kinesthetic. Hence, it means that learning styles is one of factors affected students’ comprehension.
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26
CHAPTER III
RESEARCH METHODOLOGY
A.
Place and Time of Research
The writer conducted the research at UIN Syarif Hidayatullah Jakarta that was located at Jalan Ir. H. Juanda Ciputat Tangerang Selatan. The research was held from June 16th to July 16th, 2014.
B.
Research Method and Design
This study is quantitative methods, using a causal comparative research design. “The basic causal comparative is retrospective causal-comparative research, which starting with effects and investigating causes.”1 Causal comparative is sometimes called ex post facto, which come from Latin for “after
the fact”, because both the effect and the alleged cause have already occurred and
must be studied in retrospect. According to Donald Ary, et al. stated that causal comparative research purpose is to investigate cause-and-effect relationships between independent and dependent variables.2 Similarly, based on Emzir causal
comparative is a descriptive research which describes the existing phenomena and determines the reason or causes of the phenomena.3
“The purpose of comparative studies is to investigating the relationship between one variable and another variable by simply examining whether the value of dependent variable in one group is different from the value of dependent variable in other group.”4 In other word, causal comparative method examines the
1
L.R Gay, Geoffrey E. Mills and Peter Airasian, Educational Research, (London:
Pearson Education International, 2009), p. 218.
2
Donald Ary, et.al, Introduction to Research in Education 8th Edition, (Canada:
Wadsworth, 2010), p. 332.
3
Emzir, Metodologi Penelitian Pendidikan Kuantitatif & Kualitatif, (Jakarta: PT
RajaGrafindo Persada, 2008), P. 121.
4
James H.M and Sally Schumacer, Research in Education Evidence-Based Inquiry 6th ed,
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differences between two or more groups on a variable and it doesn’t need control the grouping variable directly, thus it cannot be manipulated.
C.
Population and Sample
1. Population
The population in this research is students of Faculty of Tarbiyah and
Teachers’ Training UIN Syarif Hidayatullah Jakarta in academic year
2010/2015. There are about 120 students of Eighth term from three classes of English Education Department.
2. Sample
From the population above, the sample will be taken by using purposive sampling. Emzir stated that in causal comparative study, the researcher should choose the sample that has characteristics suitable with the study.5 Therefore, the purposive sampling is chosen. As also supported by Donald Ary, Lucy Cheser Jacobs and Asghar Razavieh, purposive sampling is
“judgment sampling, it means that the elements sample judged to be to be typical and represent as a sample in the study.”6 Hence, it is appropriate to choose purposive sampling as the technique of sampling in the causal comparative study.
Therefore, in this study, the sample will be chosen is 60 Eighth term English Education Department students from three classes that follow the remedial training class of TOEFL. They were chosen because they really represent to be a sample for this study that focus on reading comprehension. They still have problem of reading comprehension, as a result they follow the TOEFL remedial training class.
5
Emzir., op.cit, p. 125.
6
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D.
Instrument
Instrument is crucial elements in conducting research which is used to measure the variables of the research. The instrument of research which was used in collecting the data is questionnaire and documentation.
1. Questionnaire
The questionnaire was adopted from Joy M. Reid in Understanding Learning Styles in the Second Language Classroom book. The questionnaire consists of 15 items, there are 5 items for each kind of learning styles. Here are the indicators of learning styles’ questionnaire, as shown on the table below:
Table 3.1
Learning Styles Questionnaire Key Number
No Indicator Total Key Number
1 Visual Learning Style 5 1, 2, 3, 4, 5
2 Auditory Learning Style 5 6, 7, 8, 9, 10 3 Kinesthetic Learning Style 5 11, 12, 13, 14, 15
Total Items 15
The questionnaire used is Likert Scale Form; a scale with a number of points or spaces, usually at least three but no more than seven. Five points of scale ranging are used, they are: Strongly Agree (Sangat Setuju, SS), Agree (Setuju, S), Neutral (Netral, N), Disagree (Tidak Setuju, TS), and Strongly Disagree (Sangat Tidak Setuju, STS). The degree of scale was described in the table below:
Table 3.2
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Scale Score
Strongly Agree 5
Agree 4
Neutral 3
Disagree 2
Strongly Disagree 1
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif and R & D, (Bandung: Alfabeta,
2013), p. 135.
2. Documentation
The second instrument used to collect the data is documentation. The writer will ask about reading comprehension scores in ETIS test of students of English Education Department in the Center for Language Development UIN Syarif Hidayatullah Jakarta.
ETIS is English Test for Indonesian Students. ETIS is TOEFL like. ETIS is used to measure EFL students’ English achievement, such as listening, reading and structure. The difference between ETIS and TOEFL is ETIS used Indonesian context for the question items, especially in reading. ETIS is standardized test of UIN Syarif Hidayatullah students in which the reliability and validity information had been examined.
E.
Technique of Collecting Data
In collecting the data, the questionnaires and documentation are used. The first step is distributing adopted questionnaires to respondents which consist of items that represent the three kind of learning styles; visual, auditory and kinesthetic learning styles from Joy M Reid in Understanding Learning Styles in the Second Language Classroom. Then, transcribing the data from questionnaires to determine kind of learning styles of each respondent. Furthermore, the writer conduct the second instrument by asking the Center for Language Development UIN Syarif Hidayatullah Jakarta about students’ English Education Department scores of reading comprehension in ETIS test.
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F.
Technique of Data Analysis
After collecting the data, analyzing data was done. The first step of analyzing data was the writer classified the categorization of learning style from the questionnaire. In this study, there were 15 items of questionnaire and 5 items
for each group of learning styles. To determine students’ learning styles was to
sum all of the scores of questionnaire items from each categorization of learning styles. The highest score from three group learning styles was the major of learning styles that students have. Then, the second step is, descriptive and inferential statistics were used for the further analyzing score of reading comprehension. Descriptive statistics are the mean, which indicates the average performance of a group on a measure of variable, and standard deviation which indicates the spread of a set of scores around mean-that is, whether the scores relatively close together and clustered around the mean or widely spread out around the mean.7
As also supported by Sugiyono, he asserted that descriptive statistic provided the data through table, graphic, diagram, pictogram, mean, median, modus, decile, percentile, standard of deviation and percentage.8 Furthermore, Emzir pointed that the statistical inferential was used to know the significance differences among the groups, by using ANOVA (Analysis of Variance) formula to make comparison scores among variables.9 Hence, the study is used the inferential statistic to describe the result of hypothesis testing and analysis of variance (ANOVA).
Before analyzing the hypothesis, because of analysis of variance (one way ANOVA) includes of parametric statistic, the normality and homogeneity test are needed to be conducted as the requirement for parametric testing.10 Normality test was conducted to know whether or not the data has normal distribution. Then, homogeneity test was conducted to assure that the data populations were
7
L.R Gay, Geoffrey E. Mills and Peter Airasian, op. cit., p. 223.
8
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif and R & D, (Bandung: Alfabeta,
2013), p. 208.
9
Emzir, op.cit., p. 121.
10
Suharsimi Arikunto, Prosedur Penelitian (Suatu Pendekatan Praktik),(Jakarta: Rineka
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homogenous or not.11 Normality and homogeneity test were analyzed by using SPSS 20.0 software of statistics. Furthermore, for calculating the normality test, this study used Kolmogorov-Smirnov technique.
After conducting normality and homogeneity test, the research was continued by hypothesis testing. The hypothesis testing presented in this study because the purpose of the study was to compare and prove the correlation exists between to variables that can give impact to the result of one variable. Hypothesis
testing is “a procedure for making decisions about results by comparing an
observed value of a sample with a population value to determine if no difference or relationship exists between the values.”12
As stated by Emzir above, inferential statistic was used to analyze the variance or ANOVA (One Way Analysis of Variance) formula. In this study, ANOVA was used to test the significant differences presented among students’ reading comprehension score based on their learning styles, visual, auditory and kinesthetic.
The formula of ANOVA is:
F =
MS
aMS
wTo describe the analysis, a table of ANOVA is provided as follow13:
Table 3.3 Formula of ANOVA Source of
Variance
df SS MS F
11
Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: Refika Aditama,
2010), p. 170.
12
John Creswell, Educational Research Planning, Conducting and Evaluating, (Boston:
Pearson, 2012), p. 187.
13
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Among Groups
dfa =
k - 1SSa = ₁ ₁
MS
a = SSak - 1
MS
aMS
wWithin Groups
dfw =
n - kSSw = SStot - SSa
MS
w=
SSw
n - k
Total
dftot =
n - 1SStot =
- Note :
F : Analysis of Variance MS : Mean Square
MSa :Mean Square among groups
MSw :Mean Square within groups
SS : Sum of Square
SSa : Sum of Square among groups SSw :Sum of Square within groups
SStot : Total Sum of Square df : Degree of Freedom
dfb : Degree of Freedom among groups
dfw : Degree of Freedom within groups
dftot : Total Degree of Freedom n : Number of sample
k : Number of groups f : Frequency of sample
f
tot : Total of Frequency14Significant critical value : 5% (0.05)
14
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G.
STATISTICAL HYPOTHESIS
Based on the data analysis above, it is formulated a hypothesis as below: 1. H1 (Alternative Hypothesis)
H1 = There is significant difference of students’ reading comprehension based on their learning styles; visual, auditory and kinesthetic.
2. H0 (Null Hypothesis)
H0 = There is no significant difference of students’ reading comprehension based on their learning styles; visual, auditory and kinesthetic.
The criteria of the hypothesis are:
H₁ is accepted if F-value (F˳ ) > F-table (Ft) and probability significant (sig.) value < 0.05
H˳ is accepted if F-value (F˳ ) < F-table (Ft) and probability significant (sig.) value > 0.05
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34
A.
Data Description
As mentioned in the previous chapter, the study used descriptive and inferential analysis. It investigated and analyzed three major of students’ learning styles. They are visual, auditory and kinesthetic learning styles. In this research, the learning styles will be compared with the achievement of reading comprehension in ETIS.
To figure out and get the data of the study, the adopted questionnaires about learning styles were distributed to the respondents. While, ETIS reading comprehension scores of 60 students of eighth term in English Education Department were taken from Center for Language Development UIN Syarif Hidayatullah Jakarta were acquired from the documentation.
Then, the data description described from the documentation of reading comprehension scores revealed the frequencies of each variables, such as total score, mean, median, mode, the highest and lowest score for students reading comprehension. Moreover, the inferential statistic reports the hypothesis test and analysis of variance (ANOVA).
Additionally, in this chapter, the data will be presented and described in the detail by using tables in this chapter.
1. Learning Style
In the third chapter, it had been explained that in recognizing students’ learning styles is using the questionnaires. The questionnaires are distributed to 60 students of English Education Department who joining the ETIS/TOEFL remedial training UIN Syarif Hidayatullah Jakarta. After that, the next step is inputting the score of questionnaire of each student to Ms. Excel 2010 and then starting to calculate or sum the score of each student. From the result, it can be determined what learning styles that students have. One of the highest score among three kinds of learning styles indicates the
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major learning styles that students have. The students’ learning styles score can be seen on the tables below:
Table 4.1
The Score and Classification of Students’ Learning Styles
Students Learning Style
1 Kinesthetic
2 Visual
3 Visual
4 Kinesthetic
5 Visual
6 Kinesthetic
7 Kinesthetic
8 Auditory
9 Auditory
10 Auditory
11 Kinesthetic
12 Kinesthetic
13 Kinesthetic
14 Auditory
15 Kinesthetic
16 Kinesthetic
17 Visual
18 Auditory
19 Kinesthetic
20 Kinesthetic
21 Visual
22 Kinesthetic
23 Auditory
24 Visual
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26 Kinesthetic
27 Kinesthetic
28 Visual
29 Kinesthetic
30 Kinesthetic
31 Kinesthetic
32 Kinesthetic
33 Kinesthetic
34 Kinesthetic
35 Kinesthetic
36 Kinesthetic
37 Kinesthetic
38 Visual
39 Auditory
40 Kinesthetic
41 Visual
42 Kinesthetic
43 Auditory
44 Kinesthetic
45 Kinesthetic
46 Auditory
47 Visual
48 Auditory
49 Visual
50 Kinesthetic
51 Visual
52 Kinesthetic
53 Kinesthetic
54 Auditory
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69
Skewness ,007 ,421
Kurtosis -,658 ,821
Visual
Mean 44,80 2,738
95% Confidence Interval for Mean
Lower Bound 38,93 Upper Bound 50,67
5% Trimmed Mean 44,78
Median 42,00
Variance 112,457
Std. Deviation 10,605
Minimum 28
Maximum 62
Range 34
Interquartile Range 18
Skewness ,090 ,580
(2)
70
APPENDIX 5
P-Plots and Curve of Normality Test
Tests of Normality
LearningStyl
e
Kolmogorov-Smirnov
aShapiro-Wilk
Statistic
df
Sig.
Statistic
df
Sig.
Score
Auditory
,142
14
,200
*,934
14
,351
Kinesthetic
,084
31
,200
*,979
31
,784
Visual
,137
15
,200
*,962
15
,719
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
(3)
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72
APPENDIX 6
Statistical Descriptive of Reading Score Based on Learning Styles
Statistics
ReadingScore
N
Valid
60
Missing
0
Mean
45,37
Std. Error of
Mean
1,464
Median
44,00
Mode
42
Std. Deviation
11,341
Variance
128,609
Range
50
Minimum
26
Maximum
76
Sum
2722
Descriptives
ReadingScore
N
Mean
Std.
Deviation
Std.
Error
95% Confidence
Interval for Mean
Minim
um
Maxim
um
Lower
Bound
Upper
Bound
Visual
14
44,71
11,000
2,940
38,36
51,07
28
62
Auditor
y
15
45,47
13,574
3,505
37,95
52,98
28
76
Kinesthe
tic
31
45,61
10,689
1,920
41,69
49,53
26
68
Total
60
45,37
11,341
1,464
42,44
48,30
26
76
(5)
73
APPENDIX 7
The Table of F Distribution
Upper critical values of the F distribution
for
numerator degrees of freedom and
denominator degrees of freedom
5% significance level
1
\ 1 2 3 4 5 6 7 8 9 10
1 161.448 199.500 215.707 224.583 230.162 233.986 236.768 238.882 240.543 241.882 2 18.513 19.000 19.164 19.247 19.296 19.330 19.353 19.371 19.385 19.396 3 10.128 9.552 9.277 9.117 9.013 8.941 8.887 8.845 8.812 8.786 4 7.709 6.944 6.591 6.388 6.256 6.163 6.094 6.041 5.999 5.964 5 6.608 5.786 5.409 5.192 5.050 4.950 4.876 4.818 4.772 4.735 6 5.987 5.143 4.757 4.534 4.387 4.284 4.207 4.147 4.099 4.060 7 5.591 4.737 4.347 4.120 3.972 3.866 3.787 3.726 3.677 3.637 8 5.318 4.459 4.066 3.838 3.687 3.581 3.500 3.438 3.388 3.347 9 5.117 4.256 3.863 3.633 3.482 3.374 3.293 3.230 3.179 3.137 10 4.965 4.103 3.708 3.478 3.326 3.217 3.135 3.072 3.020 2.978 11 4.844 3.982 3.587 3.357 3.204 3.095 3.012 2.948 2.896 2.854 12 4.747 3.885 3.490 3.259 3.106 2.996 2.913 2.849 2.796 2.753 13 4.667 3.806 3.411 3.179 3.025 2.915 2.832 2.767 2.714 2.671 14 4.600 3.739 3.344 3.112 2.958 2.848 2.764 2.699 2.646 2.602 15 4.543 3.682 3.287 3.056 2.901 2.790 2.707 2.641 2.588 2.544 16 4.494 3.634 3.239 3.007 2.852 2.741 2.657 2.591 2.538 2.494 17 4.451 3.592 3.197 2.965 2.810 2.699 2.614 2.548 2.494 2.450 18 4.414 3.555 3.160 2.928 2.773 2.661 2.577 2.510 2.456 2.412 19 4.381 3.522 3.127 2.895 2.740 2.628 2.544 2.477 2.423 2.378 20 4.351 3.493 3.098 2.866 2.711 2.599 2.514 2.447 2.393 2.348 21 4.325 3.467 3.072 2.840 2.685 2.573 2.488 2.420 2.366 2.321 22 4.301 3.443 3.049 2.817 2.661 2.549 2.464 2.397 2.342 2.297 23 4.279 3.422 3.028 2.796 2.640 2.528 2.442 2.375 2.320 2.275 24 4.260 3.403 3.009 2.776 2.621 2.508 2.423 2.355 2.300 2.255 25 4.242 3.385 2.991 2.759 2.603 2.490 2.405 2.337 2.282 2.236 26 4.225 3.369 2.975 2.743 2.587 2.474 2.388 2.321 2.265 2.220 27 4.210 3.354 2.960 2.728 2.572 2.459 2.373 2.305 2.250 2.204 28 4.196 3.340 2.947 2.714 2.558 2.445 2.359 2.291 2.236 2.190 29 4.183 3.328 2.934 2.701 2.545 2.432 2.346 2.278 2.223 2.177 30 4.171 3.316 2.922 2.690 2.534 2.421 2.334 2.266 2.211 2.165 31 4.160 3.305 2.911 2.679 2.523 2.409 2.323 2.255 2.199 2.153 32 4.149 3.295 2.901 2.668 2.512 2.399 2.313 2.244 2.189 2.142 33 4.139 3.285 2.892 2.659 2.503 2.389 2.303 2.235 2.179 2.133 34 4.130 3.276 2.883 2.650 2.494 2.380 2.294 2.225 2.170 2.123 35 4.121 3.267 2.874 2.641 2.485 2.372 2.285 2.217 2.161 2.114 36 4.113 3.259 2.866 2.634 2.477 2.364 2.277 2.209 2.153 2.106 37 4.105 3.252 2.859 2.626 2.470 2.356 2.270 2.201 2.145 2.098 38 4.098 3.245 2.852 2.619 2.463 2.349 2.262 2.194 2.138 2.091 39 4.091 3.238 2.845 2.612 2.456 2.342 2.255 2.187 2.131 2.084 40 4.085 3.232 2.839 2.606 2.449 2.336 2.249 2.180 2.124 2.077 41 4.079 3.226 2.833 2.600 2.443 2.330 2.243 2.174 2.118 2.071 42 4.073 3.220 2.827 2.594 2.438 2.324 2.237 2.168 2.112 2.065 43 4.067 3.214 2.822 2.589 2.432 2.318 2.232 2.163 2.106 2.059 44 4.062 3.209 2.816 2.584 2.427 2.313 2.226 2.157 2.101 2.054 45 4.057 3.204 2.812 2.579 2.422 2.308 2.221 2.152 2.096 2.049 46 4.052 3.200 2.807 2.574 2.417 2.304 2.216 2.147 2.091 2.044 47 4.047 3.195 2.802 2.570 2.413 2.299 2.212 2.143 2.086 2.039 48 4.043 3.191 2.798 2.565 2.409 2.295 2.207 2.138 2.082 2.035 49 4.038 3.187 2.794 2.561 2.404 2.290 2.203 2.134 2.077 2.030 50 4.034 3.183 2.790 2.557 2.400 2.286 2.199 2.130 2.073 2.026 51 4.030 3.179 2.786 2.553 2.397 2.283 2.195 2.126 2.069 2.022 52 4.027 3.175 2.783 2.550 2.393 2.279 2.192 2.122 2.066 2.018 53 4.023 3.172 2.779 2.546 2.389 2.275 2.188 2.119 2.062 2.015 54 4.020 3.168 2.776 2.543 2.386 2.272 2.185 2.115 2.059 2.011
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74
55 4.016 3.165 2.773 2.540 2.383 2.269 2.181 2.112 2.055 2.008 56 4.013 3.162 2.769 2.537 2.380 2.266 2.178 2.109 2.052 2.005 57 4.010 3.159 2.766 2.534 2.377 2.263 2.175 2.106 2.049 2.001