The Relationship between Students' Learning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on Eighth Grade of MTs. Izzatul Islam Bogor)

THE RELATIONSHIP BETWEEN STUDENTS’ LEARNING STYLE AND THEIR READING COMPREHENSION OF NARRATIVE TEXT

(A Correlational Studyon the eighth grade of MTs Izzatul Islam Bogor Academic Year 2015/2016)

“A Skripsi”

Presented to Faculty of Educational Sciences in Partial Fulfillment and Requirements for the Degree of S.Pd. (S-1)

in English Education

By Fitrotun Nisa NIM: 1111014000101

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY JAKARTA

iv

ABSTRACT

Fitrotun Nisa, 1111014000101, The Relationship between Students’ Leearning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on the Eighth Grade of Madrasah Tsanawiyah Izzatul Islam Bogor Academic

Year 2015/2016), Skripsi, Department of English Education, The Faculty of

Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2016.

Keywords: learning style, reading comprehension and narrative text.

The purpose of this study was to know and explain the relationship between

students’ learning style and their reading comprehension of narrative text on the

eighth grade of Madrasah Tsanawiyah Izzatul Islam Bogor. The sample of this study was 35 students from class 8. The method of this study was quantitative method and the technique used was correlation technique. The data were collected from questionnaire about students’ learning style (Visual, Auditory and Kinesthetic) and reading score for reading comprehension of narrative text. Both of the data were calculated with Pearson Product Moment Correlation in SPSS 22 program. The result showed that there is no significant correlation between

students’ learning style and their reading comprehension of narrative text. It was proven by the rxy (0.109) which was bigger than rtable (0.334). It considered that null hypothesis (Ho) in this research is accepted and the alternative hypothesis (Ha) which state that there is correlation between students’ learning style and their reading comprehension of narrative text is rejected. In conclusion, there is no

significant relationship between students’ learning style and their reading comprehension of narrative text.

ABSTRAK

Fitrotun Nisa, 1111014000101, The Relationship between Students’ Learning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on the Eighth Grade of Madrasah Tsanawiyah Izzatul Islam Bogor Academic

Year 2015/2016), Skripsi, Department of English Education, The Faculty of

Educatioal Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2016.

Keywords: learning style, reading comprehension and narrative text.

Tujuan penelitian ini adalah untuk mengetahui dan menjelaskan hubungan antara gaya belajar dan pemahaman membaca narrative teks Bahasa Inggris siswa kelas 8 di Madrasah Tsanawiyah Izzatul Islam Bogor. Sampel untuk penelitian ini adalah 35 siswa dari kelas 8. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan teknik yang digunakan adalah teknik korelasi. Data untuk penelitian ini diambil dari kuisioner tentang gaya belajar (Visual, Auditory, dan Kinestetik) dan nilai kemampuan membaca narrative teks Bahasa Inggris. Kedua data yang telah dikumpulkan kemudian diolah menggunakan korelasi Pearson

Product Moment pada SPSS 22. Hasilnya memperlihatkan bahwa tidak ada

korelasi yang signifikan antara gaya belajar siswa dan pemahaman membaca mereka dalam narrative teks Bahasa Inggris. Ini dibuktikan dengan rxy (0.109) lebih rendah dari rtabel (0.334). Hal ini dapat dinyatakan bahwa null hipotesis (Ho) diterima dan hipotesis alternatif (Ha) yang menyatakan bahwa ada korelasi gaya belajar siswa dengan kemampuan membaca narrative teks Bahasa Inggris ditolak. Kesimpulannya adalah tidak ada korelasi yang signifikan antara gaya belajar siswa dengan kemampuan membaca mereka dalam narrative teks Bahasa Inggris.

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ACKNOWLEDGMENT

In the name of Allah, the Beneficent and the Merciful

All praised is due to Allah, Lord of the world, who has given me love and

blessing to finish my last assignment in my study, “Skripsi”. Peace and salutation

be upon to the prophet Muhammad SAW, his family, his companion and his adherence.

It is a pleasure to acknowledge the help and contributions to all of lecturers, institutions, family and friends who have contributed in the different ways hence

this “Skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Educational Sciences in partial fulfillment of the requirements for the degree of S.Pd. in English Education.

First, the writer would like to give her deepest gratitude and honor to her parents; umi-bapa, the two most indescribable beloved people for their love. Second, many thanks and gratitude to her brothers and sisters; Teteh-Kaka, Ka Wawi-Mbak Ayu, Ka Enang, Ka Ubi, they are all like a light for the writer. Third, big salutation also given to her uncles and aunts; Bibi Yaya-Bapa Emang, Mang Oim-Bibi Nani, Mang Enjim-Bibi Leni, they mean a home for coming back. The third, the writer couldn’t thank him more to her „priceless friend’ for his support, presence and love. The last, big thanks are also given to her very best friend Adna, Lili, Maya, Witri, Sulis, Fadly, Fahmi, Riska, and Lala.

Then, the writer would like to give thanks to her advisors Dr. Alek, M.Pd. and Zaharil Anasy, M.Hum. who have given precious help, guidance and advices patiently in completing and perfecting the study.

The writer also realizes that she will never be able to finish this “Skripsi” without help and support from people around. Therefore, she would like to give her gratitude and appreciations to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational Sciences Syarif Hidayatullah Islamic State University Jakarta.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education.

4. Dr. Ratna Sari Dewi, M.Pd. and all lecturers of English Education department who always give motivation and valuable knowledge during her study.

5. My beloved second family of la flamme and UKM-Bahasa FLAT.

6. „Cameners’ and all friends from English Language Education 2011 who gave the precious help.

The words are not enough to say any appreciation for their help and

contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover,

the writer also realized that this “Skripsi” is far from perfect. It is a pleasure for

the writer to get critiques and suggestion to make this “Skripsi” better.

Jakarta, September 5th 2016

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TABLE OF CONTENTS

APPROVAL ... i

ENDORSEMENT SHEET ... ii

ABSTRACT ... iv

ABSTRAK ... v

ACKNOWLEDGMENT ... vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF APPENDICES ... xii

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 5

C. Limitation of the Problem ... 5

D. Formulation of the Problem ... 5

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK ... 6

A. Literature Review ... 6

1. Learning Style ... 6

1) Definition of Learning Style ... 7

2) Types of Learning Style ... 9

2. Reading ... 12

1) Definition of Reading ... 12

2) Reading Comprehension ... 15

3. Narrative Text ... 19

CHAPTER III RESEARCH METHODOLOGY ... 26

A. Place and Time of the Research ... 26

B. Population and Sampling ... 26

C. Method and Design of the Research ... 26

D. Technique of Data Collection ... 27

E. Technique of Data Analysis ... 29

F. Statistical Hypothesis ... 31

CHAPTER IV RESEARCH FINDING AND INTERPRETATION ... 33

A. Research Finding ... 33

1. Data Description ... 33

2. Data Analysis ... 37

B. Interpretation ... 43

CHAPTER V CONCLUSION AND SUGGESTION ... 45

A. Conclusion ... 45

B. Suggestion ... 45

BIBLIOGRAPHY ... 47 APPENDICES

x

LIST OF TABLES

Table 3.1 Questionnaire Item Scoring ... 28

Table 3.2 Learning Style Questionnaire Key Number ... 28

Table 3.3 Correlation Coefficient Table... 31

Table 4.1 Summary of Students’ Learning Style and Their Reading Comprehension of Narrative Text ... 33

Table 4.2 Distribution Percentage of Students’ Learning Style ... 35

Table 4.3 The Distribution of Students’ Reading Comprehension Score of Narrative Text ... 36

Table 4.4 Normality Test Table ... 37

Table 4.5 Linearity Test Table ... 38

Table 4.6 Data Analysis Table ... 38

LIST OF FIGURESS

Figure 4.1 The Ratio of Students’ Learning Style ... 34 Figure 4.2 Frequency Distribution of Students’ Reading Comprehension... 36

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LIST OF APPENDICES

Appendix 1 Students’ Learning Style ... 50

Appendix 2 Students' Reading Comprehension Score of Narrative Text ... 51

Appendix 3 Summary of Students' Learning Style and Their Reading Comprehension of Narrative Text ... 52

Appendix 4 Questionnaire of Learning Style ... 54

Appendix 5 Question of Reading Comprehension Test... 56

Appendix 6 R Table ... 61

Appendix 7 Surat Keterangan Penelitian ... 62

Appendix 8 Table Degree of Freedom ... 63

A. Background of the Study

Reading is one of four English language skills which is important to be taught at school. The importance of this skill is because students need to get knowledge that some formed in written. On the other words, reading is an activity which is first learn how to read the text literally or recognize the words, then they can practice reading.1

What makes reading become very important is that in learning a language, especially English, it has purposes for the information, vocabulary and text structure which can improve other general language skills. The more someone read the more language skills and new information will be gotten.

Other importance of reading is the usefulness for language acquisition. It is just like a vehicle for someone who wants to go somewhere. It becomes crucial since without any vehicle, learning could be stuck. It leads us to not ignoring the importance of being able to read. In other words, reading is a key for a person wanting be an educated one.2

Another advantage of being able to read is that reading ease people who wants to read text in English for pleasure, for study purpose or moreover for career. Further, reading has a great number of positive effects on students’ vocabulary knowledge, their spelling accuracy and writing skill.3

Based on the explanation above, since being able to read is crucial, it also takes some effort to be able to read. Reading is not only as simple as seeing words written on the pages. Learning to read involves some other processes. As defined by

1

Jean Wallace, et al., Understanding Reading Problem, (Canada: Person Education Inc., 2008), p. 15.

2

Jean Wallace, et al., op. cit.

3

Sharon Coan (ed.)., Successful Strategies for Reading in the Content Areas, (Canada: Shell Educational Publishing, 2004), p. 210.

2

Thorndike in Judi Richardson, reading as same as thinking process, means that comprehension is not only recognizingletters and words but also thinking about what those symbols mean.4 While pronouncing the words, reading also needs to be proven by interpreting the meaning of the text. On the other words, reading is not only getting the right meaning of the written symbols but also the interpretation of what the writer wants to be delivered.

Furthermore, having a good competence in reading is very important for language students although it is difficult. Moreover, reading always involves many mechanical skills and comprehension skills. Reading involves sight, hearing, sound, and thinking. Therefore, reading is a complex process.5

Based on elucidation above, it is stated that reading is influenced by many elements. Reading is sight or seeing. The first step in reading anything is seeing the words. Other element is hearing. Prior knowledge that we have ever gotten can influence the understanding of what we read. Then, it is sound, we can also define it mouth. Reading is about reciting the written symbols using physical mean, it was mouth. The last is thinking or brain. It was the most crucial element in reading since

reading is an activity which needs to be processed and related to the reader’s prior

knowledge. The prior knowledge can also be called experience. Experience can be gotten in the entire life time easily. There are many kinds of experiences. There are sad, happy, and funny and so on. Experience can be gotten while lunchtime, during the semester of a course, wedding party, holidays, weekend and many others.

However, there are still some other aspects can influence reading comprehension. They are learning style, motivation, reading interest, teachers’ teaching techniques, the frequency of practice, and many others. Since reading is influenced by many aspects stated above, such as reading is seeing, hearing, mouth, and brain, the writer was interested in investigating reading and learning style. The reason of choosing

4

Judi Richardson, et. al., Reading to Learn in the Content Areas,(7th Edition), (Belmont: Wadsworth Cengage Learning, 2006), p. 99.

5

Richard Sutz and Peter Weverka, Speed Reading for Dummies, (Indiana: Wiley Publishing Inc., 2009), p. 10.

learning style was that the four aspects mentioned seems similar or close to learning style.

Moreover, Rod Ellis stated that students’ preferred ways of learning affect their second language learning input and output, such as learning task or comprehension of four English skills whether productive or receptive skills.6

As supported by Armbruster, Lehr and Osbrn, “reading as a complicated process,

and achievement in reading has been linked to learning styles.”7It means that reading comprehension that can be seen to their achievement relate to learning styles. It can be said that low or high of reading achievement can be caused by different ways of learning among people which depends on preferred ways of people to receive or understand knowledge.

Further, 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.8 It was assumed that learning style and reading have relation in influencing students reading achievement. The students’achievement in reading involves the way how students learn. However, according to some previous researches, some results

show it is rejected that learning style has relationship to one’s reading comprehension or learning style does not give any influence to students’ reading comprehension.

From the explanation above, the writer tried to relate reading skill to, specifically, narrative text which is considered close to the human real life. The structure of

narrative text is similar to humankind’s life. Narrative has divided into some categories and genres. The categories are folklore, fantasy, realistic fiction and so on. The genres are fable, myths, science fiction, high fantasy and etc. The stories are

6

Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 2003), p. 73. 7

Armbruster., et al., Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3 (3rd Edition), (Jessup: MD National Institute for Literacy, 2003), p. 41.

8

Joy M Reid, Understanding Learning Styles in the Second Language Classroom, (New Jersey: Prentice Hall Regents, 1998), p.162.

4

usually about the life. It is included time sequences and events. However, it is not only about human life but also animal even things or plants. The story focuses on thought, feeling and experience that one character got. Moreover, the curriculum in this country puts some objectives of giving narrative text in English subject. According to Permendiknas No. 23 Tahun 2006, students are aimed to be able as listed below:

 Membaca nyaring dan bermakna teks essai berbentuk narrative / recount.

 Mengidentifikasi berbagai makna teks narrative / recount

 Mengidentifikasi tujuan komunikatif teks narrative / recount

 Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative / recount

 Mengidentifikasi berbagai informasi dalam teks fungsional

 Mengidentifikasi tujuan komunikatif teks fungsional

 Mengindentifikasi ciri kebahasaan teks fungsional

In conducting this research, the writer has the aim at investigating if there is any

significant correlation between students’ learning style and their reading comprehension of narrative text. The research was carried on by using correlational-study. The place of the study done is eighth grade of MTs. Izzatul Islam which is located in Jl. Inkopad Kalisuren, Tajur Halang Bogor. The institution is a private school which implements KTSP Curriculum. The reason of choosing this school is that according to the pre-research, the English teacher of this school applies not only through lecturing technique but also through some other techniques such as doing role-play, having group discussion, singing a song and so on. It was considered that student get various teaching technique. Therefore, the study could be worthy since there are some aspects in teaching techniques of this school were related to the theories of reading and learning style.

Based on the explanation above, the writer would like to present the research by the title “The Relationship between Students’ Learning Style and Their Reading

Comprehension of Narrative Text: A Correlational Study at the Second Grade of MTs. Izzatul Islam Bogor.”

B. Identification of the Problem

Based on the background above, the problems can be identified as:

1. Some students get difficulties in comprehending the material about reading caused of mismatch of the technique used by the teachers

2. Because of the wrong style in teaching technique, students sometimes feel bored and find difficulties in acquiring the lesson.

C. Limitation of the Problem

This research is focused on students’ learning style and their English achievement of narrative text. The learning styles investigated are visual, auditory and kinesthetic while the area of English achievement is reading skill.

D. Formulation of the Problem

The formulation of the problem in this research is formulated as follow: “Is there any relationship between students’ learning style and their reading comprehension of

narrative text?”

E. Objective of the Study

Based on the formulation of the problem above, the objective of this study is to find out the relationship between students’ learning style and their reading comprehension of narrative text.

F. Significance of the Study

The research findings is expected to widen the writer’s and the reader’s perception about students’ learning style. As addition, the result of this research can

6

CHAPTER II

THEORETICAL FRAMEWORK A. Literature Review

1. Learning Style

Many institution or teachers focus on looking for ways to make the educational initiative more effective. Yet they do not really pay attention on whether their

students learn or don’t. Whereas, educators need to have more knowledge and

understanding on how their students learn.

There are many definition of learning. One of them is that learning is acquiring the knowledge or getting knowledge of a subject by repeating.1 Similarly, Suyono and Hariyanto defined that learning is a process in acquiring knowledge, increasing skill, correcting behavior and reinforcing personality.2 On the other words, learning is an intended process of getting new knowledge or information that is wished for the better changing on cognitive and behavior aspect.

Briefly, according to Pritchard, learning is gaining more knowledge and or how to do something.3 It means that learning is a process of an activity which the purpose is get something new or add gotten knowledge of a subject or to be able to do something new.

Learning can be done both formally and informally. The place can be in the classroom or wide open space of the countryside or even in a very quiet corner which the conversation or the activity leads to the understanding of some topics.

Meanwhile, learning style is the characteristic of cognitive, affective, social, and psychological behaviors which is seen as stable rules of the way learners process,

1

H. Douglas Brown, Principles of Language Learning and Teaching (5th Ed.), (San Fransisco: Longman, 2007), p. 7.

2

Suyono and Hariyanto, Belajar dan Pembelajaran, (Bandung: PT Remaja Rosda Karya Offset, 2011), p. 9.

3

interact with their around and respond the learning environment.4 On the other words, learning style is consistent characteristic of one’s way in reacting, accumulating, and dealing with his or her learning environment.

Students in a classroom have different learning style preferred. Some prefer learning by reading a lot of text books; some prefer listening to teacher’s explanation while some others prefer group discussion. Accordingly, when learning style is adapted to the dominant learning style of learners, learning is facilitated.

In addition, students’ willingness 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 way of the process in their learning strategy and it will give impact to them not only in behavior aspect but also in their achievement.5

Therefore, 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.

1) Definition of Learning Style

People learn in many different ways. Everyone has their own preferred style in learning. People process the information by their own characteristic; learning style. Learning style is the ways of students in absorbing and understanding the information or idea. In the other words, learning styles is the preference ways in learning.

Corner in Vanessa stated everyone has their own characteristic which all is unique and also different learning style in thinking and communicating, hence, it attract people to interact differently with new information.6

4

D. MacKeracher, Making Sense of Adult Learning (2nd Ed.), (Canada: University of Toronto Press Incorporated, 2004), p. 71.

5

Nic Cooper & Betty K. Garner, Developing a Learning Classroom, (Thousand Oaks: Corwin, 2012), p. 30.

6

Corner in Vanessa, “Matching Learning Styles and Teaching Styles in Biology Teaching: An Alternative Approach to Mainstream Science Education in Singapore”, A Thesis Submitted for the

8

According to Dunn and Dunn in Dunn Grigs, learning style is the first way of students to focus on, process, absorb, and remember new or difficult information in that in derived from biological and developmental characteristics.7

Meanwhile, Hilliard defined the characteristic ways in which some people acquire, perceives, and processes information is defined learning style.8 In other words, it shows someone’s characteristic in learning or processing the knowledge.

Meanwhile, Alan summarized on his book about learning style as follows9:  A particular way in which an individual learns;

 A mode of learning individual’s preferred or best manner(s) in which to think,

process information and demonstrate learning;

 An individual’s means of acquiring knowledge or skills;

 Habit, strategies, or regular mental behaviors concerning learning, particularly deliberate educational learning that an individual displays.

Hence, learning style is a preferred way of learning and studying; for example using picture is better than text, working group better than alone, and so on.

In short, learning style is the way of a person prefers to learn. She or he will enjoy and feel comfortable in absorbing the information with her or his own way.

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.

Degree of Master of Science Communication Department of Science NUS, Singapore, 2011. p. 7, unpublished.

7_{Rita Dunn, “Capitalizing on College Students’ Learning Style: Theory, Practice and} Research”. In Rita Dunn & Shirley A. Griggs (ed.), Practical Approaches to Use Learning Style in Higher Education, (Westport: Bergin & Garvey, 2000), p. 8.

8

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.

9

2) Types of Learning Style

According to Joy M Reid, there are three types of learning style. Those are visual, auditory and kinesthetic style.

a. Visual Learning Style

Visual means connecting with seeing or sight. According to Reid, visual students like to read and obtain information from visual stimulation. These learners tend to use pictures, imageries, and other visual media.10

Visual learners prefer to learn by seeing. They have good visual recall and prefer informationto be presented visual appearance, such as diagrams, graphs, maps, posters and displays.They often use hand movements when describing or recalling events or objects and tend to look upwards when thinking or recalling information.

As addition, 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.

Stephen James Minton stated, basically, visual learners learn best from what they can see.11 They can respond and remember best the learning material through eyes. Similarly, Glover and Law asserted that visual learners rely on what they see in writing form.12

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 imaginary, forming pictures in mind, using notebooks, seeing parts of words, watching movies, using color codes, using charts,

10

K Karthigeyen& K Nirmala: Learning Style Preference of English Language Learners,

Educationia Confab, Vol 2, no. 1, January 2013, p. 135. 11

Stephen James Minton, Using Psychology in the Classroom, (London: SAGE Publication, 2012), p. 58.

12

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.

10

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.13

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, 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 focus.14

b. Auditory Learning Style

Auditory learning is a learning style in which a person learns through listening. 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.

13

Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York: McGraw Hill, 2004), pp. 12–13.

14

Bobbi de Porter and Mike Hernacki, Quantum Learning – Membiasakan Belajar Nyaman dan Menyenangkan, (Bandung: Kaifia, 2000), pp. 116–118.

While, 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.15

Auditory learning style preferences are the result from processing auditory

learners’ brain to receive and to process the knowledge. 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 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, discussing 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.16

It can be concluded that auditory learners use their sense of hearing to absorb and comprehend knowledge rather than reading.

c. 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. Kinesthetic learners have their orientation on trial-error and experiencing the activity.17

While, Bobby De Porter and Mike Hernacki gave the opinion that thek inesthetic shows some characteristics learners are they tend to be speaking slowly, responding tophysical gesture, touching people for getting their attention, standing closerwhen talking with someone else, orienting much moving, learning through practice, memorizing by walking while seeing, using fingers to point when reading, using body

15

Sudarwan Danim and Khairil, Psikologi Pendidikan (Dalam Perspektif Baru), (Bandung: Alfabeta, 2010), p. 116.

16

Porter and Hernacki, op. cit., p. 118. 17

Gavin Reid, Learning Style and Inclusion, (London: Paul Chapman Publishing, 2003), p. 93.

12

language intensively, could not staying quietly for long time, not really good at remember Geography, using much actionverbs, reading book which oriented to the plot, having untidy characteristic,tending to do everything, and playing games much than other learning style.18

Similarly, Marie Carbo stated that kinesthetic learners are students who learn best by doing and experiencing. Kinesthetic learners are helped with frequent breaks that allow them to move, informal reading areas that enable them stretch and move whilethey read. They learn more easily when they are doing or build something related to what they are learning.19

As Conclusion, kinesthetic style is the way students comprehend information that they learn through their physical body movement or demonstration.

2. Reading

1) Definition of Reading

Reading is one of the language skills that we cannot take it for granted. It has truly become the vehicle for learning.20 Reading also cannot be separated from other language skills because of the students’ ability in one aspect will support their ability in mastering the others. It is an important educational goal, as without reading, one's language would not improve. Yet reading is not as simple as learning 26 letters.

Students’ ability in reading is important because by having the ability to read, they will be able to improve general language skills in English; reading can enlarge

the students’ English vocabulary and it can help to improve the students’ writing or speaking abilities. Reading enlarges the students’ knowledge. It can be a goal in its own right and a way of reaching other goals.

As a source of learning, reading can establish previously learned vocabulary and grammar, it can help the learners learn new vocabulary and grammar, and through

18

Bobby de Porter and Mike Hernacki, op. cit., pp. 118–120. 19

Marie Carbo, Becoming a Great Teacher of Reading, (California: Corwin Press, 2007), p.56.

20

Jean Wallace, et al. Understanding Reading Problem, (Canada: Person Education Inc., 2008), p. 15.

success in language use, it can encourage learners to learn more and continue with their language study. Reading becomes important skill for gaining academic success.

According to Daniels and Bizar, they defined reading is thinking.21 In other words, reading is about thinking before, while and after doing reading itself. The reader must enter the text meaning that requires much sense and clarity of the material read.

The two experts also classify the definition of reading into some terms; first, reading is interactive. It is a conversation between the reader and the author in which

the readers’ experience is a key for the comprehension.22 It means that the reader’s experience or knowledge influence the comprehension of what they read.

Second, “reading is constructive.” It means that reading is about making or constructing the meaning of text. Third, “reading is strategic.” The strategy consists of visualizing, connecting, questioning, inferring, evaluating, analyzing, recalling, and self-monitoring.

The explanations are given. Visualizing is making mental pictures.

Connecting is relating someone’s experience to the reading. Questioning is wondering or interrogating the text. Inferring is predicting or drawing conclusion. Evaluating is making judgment of the text. Analyzing is such as noticing text’s structure, purpose, vocabulary, theme, point of view and so on. Recalling is remembering information and self-monitoring is recognizing and acting on confusion, uncertainty, attention problems.

According to other expert, Judi Moreillon defined that “reading is making meaning from print and from visual information.”23 But reading is not as simple as that. Reading needs many other skills and lots of practice.

21

Harvey Daniels & Marilyn Bizar, Teaching the Best Practice Way, (Portland: Stenhouse Publisher, 2005), p. 37.

22

Ibid., p. 38. 23

Judi Moreillon, Collaborative Teaching for Reading Comprehension, (Chicago, America Library Association, 2007), p. 10.

14

Meanwhile, Deanne Spears differently defined reading by its process. Process of reading begins with getting the correct meaning of the words then making other different words.24 It means that reading is decoding the author words into the reader’s word.

According to Teresa Walted, reading is one of the best ways for students to thinking, processing, reasoning, and applying their best strategy to get the meaning.25 Buzan presented on his book about new definition of reading. They are recognition, assimilation, intra-integration, extra-integration, retention, recall, and communication. a). recognition it is about alphabetic symbols, b). Assimilation is physical process while reading, c). Intra-integration is about qualities of comprehension, d). Extra-integration is bringing what is read and what is already known, e). Retention is connecting what is read and what has been experienced, f). Recall is the process of getting back needed information experienced, and g). Communication is the use to which information put.26

Additionally, reading is about understanding written text. 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 someone’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.

Farther about reading, Nation states that reading is a source of learning and a source of enjoyment. As a goal in its own, reading can be a source of enjoyment and a way of gaining knowledge of the world. When someone has gotten good reading skill, he or she will keep reading which provide knowledge and pleasure. As learners gain skill and fluency in reading, their enjoyment can increase. By reading, the

24

Deanne Spears, Developing Critical Reading Skills, (7th Ed.), (New York: McGraw Hill Companies, Inc., 2006), p. 2.

25

Teresa Walted, Teaching English Language Learners, (New York: Longman, 2004), p. 49 26

readers can go around the world although they just stay at home. They can broaden their knowledge of economy, science, technology, culture, or reading to get the pleasure. Not only that, the readers also get the message that the writer had expressed. It can be said that reading is a bridge which connects between the writer and the readers.

Further, Mikulecky and Jeffries conveyed their theory that improving reading is by reading.27 They suggested that upgrading the level of reading skill is by reading a lot itself. It can be done by starting chose reading for pleasure. By then, it is wished that reading for pleasure give some advantages of improving speed and vocabulary, comprehension and getting new knowledge. Leaving form the enjoyment of reading, it will bring people to a better reading skilled.

In sum, reading is not only pronouncing the written text on the pages but also

putting the writer’s mind to the reader’s mind of what it is about. It needs many

specific skills and aspect in doing the activity even the experience of the reader has. Hence, it can be concluded that reading is one of the keys to success for everyone who wants to be an educated person.

2) Reading Comprehension

There are many reasons why teachers have to teach the students to be able to read. First, it is because students want to be able to read English text with different purposes. Second, reading is an exposure to English language. Third, reading can provide good model for English writing skill. The last is reading text give opportunities to study language elements.28 Shortly, reading is like vehicle in learning. Even reading is improving the language itself.

Understanding, knowledge, and comprehension are words weoften use to describe what we want to achieve through the act of reading. Harry Maddox on his

27

Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (London: Longman, 1996), p. 6.

28

16

book stated the nature of reading. “Reading is a very complex process, as is obvious

if you think of how long it takes to learn to read; a process of sensory reception, involving skilled eye movement and as a brain process, in which the meaning of the

printed symbol is elaborated.”29

In other words, being able to read is a long process. It involves some aspects to get what the text says.

Reading comprehension is defined as the process of unlocking meaning from

connected text. According to the society, reading becomes the fact of someone’s

learning outcome. Do you still remember when you were child and started entering the school? What did people ask to you? According to the writer’s experience, they asked her to read a text. Although it is formed on the wall, it shows the importance of being able to read. Therefore, reading becomes very crucial.

From long time ago, reading comprehension is still important since the source of knowledge mostly in the written form, especially for some tests or examinations.

Shortly, reading comprehension plays in basic role of many students’ life.

According to JoAnne Schudt Caldwell, reading comprehension is “the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language.”30

It means that reading comprehension is an activity of taking out and making meaning at once through interaction written language.

While, John T. Guthrie defined reading comprehension is an activity of relating

the reader’s experience or knowledge about the topic of the text.31

It means that when the readers do not have any prior knowledge, new knowledge cannot be built and reading comprehension is difficult to be reached. Similarly, F Grellet on his paper

29

Harry Maddox, How to Study, (London: Pan Books, Ltd., 1963), p. 77. 30

JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p. 4.

31

says reading comprehension is extracting the required information from it as efficient as possible.32

Thorndike theory in Judy S. Richardson and friends’ book defined “reading as a

thinking process, implying that comprehension is not only recognizing letters and

words but also thinking about what those symbols mean.”33

It means that reading is different with reciting. Reading means that we get the meaning or message of the writer from the text.

Then, Beatrice S. Mikulecky and Linda Jeffries stated on their book that as one reads, he or she makes connection between the experience or known knowledge to what he or she reads.34 Further reading has been defined is more than interaction between a reader and a text. In other words, it is a complex behaviour that involved of various strategies, including problem-solving strategies, to build a meaning of what the writer meant.

As been known that reading is not an acumulation of „subskills,’ but a complex and specialized form of thinking. It means that learning to read is much deeper, broader, and more complex cognitive task, from start school until college.

Reading is about understanding written text that involves both perception and thought. Reading involves two processes. They are word recognition of the written words and comprehending the meaning of the text. Word recognition refers to the

process of perceiving the written symbols into one’s spoken language.

Comprehension refers to the understanding what have been read.

As has been explained in the previous when someone does reading, people automatically have a reason or purpose on doing the activity. What kind the material is about, they surely have something to be found out of the text they read. People

32

F. Grellet, Developing Reading Skill, (London: Cambridge University Press, 1999), pp. 3– 25.

33

Judy S. Richardson, Raymon F. Morgan & Charlene Fleener, Reading to Learn in the Content Area, (Belmont: Wadsworth Cengage Learning, 2006), p. 99.

34

18

might read to get more information of what they have known. Next is for pleasure for they who have hobby on reading. Then, it is for enhancing knowledge of the text.

Edward David Allen and Rebecca M. Valette stated in their book, “Reading is

more than just assigning foreign language sounds to written 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.”35

It means that reading is not as simple as sounding the written symbols but also comprehending what it means. Students have difficulties in reading their native language as well as second language.

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.

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 ability36 : 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

35

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.

36

Dorothy Piercey, Reading Activities in the Content Areas, (Boston: Allyn and Bacon, Inc., 1982), p. 26.

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.

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.

3. Narrative Text

1) Definition of Narrative Text

Another reason that reading called a complex process is that reading needs to

connect or relate one’s experience to another one. Since reading text may be contains of knowledge and experience, students have to recapture to their previous experience.37 Narrative is considered has close relation to the human real life situation. Hence, this type of text was chosen in this study.

While, Anderson stated on the book that “narrative text type tells story; It’s purpose is to present a view of the world that entertains or informs the reader or

listener.”38

37

Ibid.

38

Mark Anderson & Kathy Anderson, Text Type in English, (South Yarra: Macmillan Education, 2003), p. 6.

20

Moreover, Anderson states that narrative is a piece of text tells a story and,in doing so, entertains or informs the reader or listener.39From the definition above, it can be concluded that narrative story is a story tellsus about something interesting that has purpose to amuse, entertain or the readers.

Anderson states that a good narrative uses word to paint a picturein our mind of40:

a. What characters look like (their experience), b. Where the action is taking place (the setting), c. How things are happening (the action). The characteistics of nattative texts among others: a. It tells us about a story of event or events.

b. The events are usually arranged in chronological order. c. The narrator has a purpose in mind in telling the story.

Therefore, the details of tha narrative are carrefully selected for purpose.Narration is telling a story. And to be interesting, a good story must must have interesting content. It should tell the reader about an event which isfound enganging. Therefore, it should be detailed and clear.

In making narrative, there are some parts that should be included to make it interesting. There are as follows:41

a. It is unified, with all the action a developing central idea.

b. It is interesting, it draws the writer into the action and makes them feel as if they are observing and listening to the events.

c. It introduces the four was of a setting- who, what, where, and when- within the context of the action.

d. It is coherent, transinsition indicates changes in time, location, and characters. e. It begins at the beginning and end of the end. That is, the narrative follows a

39

Ibid., p. 8. 40

Ibid., p. 14. 41

chronological order- with events happening in a time sequence.

f. It builds towards a climax. This is the moment of most tension or surprise a time when the ending is revealed or the importance of events becomes clear.

The language features of narrative text are: a. Specific characters

b. Time words that connect to tell when they occur. c. Verbs to show the action that occur in the story. d. Descriptive words to portray the character and setting.

2) Generic Structure of Narrative Text

According to Anderson, he states that the steps for constructing a narrative are42: a. Orientation

The readers are introduced to the main characters and possibly someminor characters. Some indication is generally given of where the action islocated and when it is taking place.

b. Complication

The complication is pushed along by a serious of events, which usually some sort of complication or problem to arise. This complication will involve tha main characters and oven serves to (temporally) toward them from reaching their goal. c. Sequence of event or Climax

This is where the narrator tells how the character reacts to the complication.It includes their feeling and what they do. The event can be told in chronological order or with flashback. The audiens is given the narrator’s point of view.

d. Resolution

In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved.

42

22

e. Coda

It is an optional closure of event if there is to be moral message to be learned of the story.

B. Previous Study

There are some related previous researches that relating students’ learning style and reading comprehension.

First, the research was conducted by Cendy Septianty Rizky. She conducted causal comparative study investigate 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 showed that the auditory style dominated the students’learning styles. The highest score was gotten by kinesthetic style. The data analysis used was ANOVA. The result showed that there is a significant difference among student’s English achievement. Hence, it can be statedthat there is significant differences value in students’ English achievement based on their learning styles.43

Second, the research was conducted by Sari Febrianti. It was conducted by using quantitative approach and causal comparative as the design of the study. The instruments of the study are questionnaire and documentation, the questionnaire are distributed to 8th term students of English Education Department UIN Syarif Hidayatullah Jakarta in academic year 2010-2015. The documentation was 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 onstudents’ reading comprehension score

43_{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.

based on their learning style. The result showed that learning style was not the factor

affecting students’ reading comprehension score.44

There are some differences of the two previous researches with this research. First, it is the technique of collecting the data. The two researches got the data of Y or dependent variable without any test while this research distributed the test to the participants.

Second, it was about the comparison of the variables. This research only related the score of reading comprehension to their learning style generally. Meanwhile, the previous researches compared the three styles to students’ achievement. Then, it was analyzed which style that got the highest score.

C. Thinking Framework

In this research, there are two variable; they are students’ learning style as the independent variable and their reading comprehension of narrative text as dependent variable. The writer gives the explanation of the two variables as the support to the research.

As been mentioned before, reading is just like a vehicle in the learning activity; learn a language as well. It is just like without any vehicle, people cannot go the place they go for. When people read, they must have a goal of what they have done. 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 as second language learner.

Therefore, reading comprehension plays significant role in gaining the success whether for academic, career, or pleasure purposes. However, many students feel difficult about comprehending the text.

Reading comprehension can be seen have close relation to students’ to English acquisition. One of factors affected language acquisition is learning styles. Learning

44_{Sari Febrianti, “Students’ Reading Comprehension Based on Their Learning Style} (A Causal Comparative Study at the Eight Term Students of English Education Department of UIN Syarif Hidayatullah Jakarta)” Skripsi Universitas Islam Negeri Jakarta, 2014, pp. 1–52, unpublished.

24

styles relates to reading comprehension achievement because the ways students prefer to learn it. They have the preferred ways that make them enjoy in perceiving the information and ease in processing the knowledge. Hence, it is considered that learning style has close relation to reading comprehension. Despite of the students have the combination of some learning styles, they usually have a dominant learning style ortheir own preference style.

Students having visual style, they will prefer to learn by reading books by themselves. Students with visual learning style tend to have more interaction with visualized objects than other learning styles. It means that they will use to read by themselves and automatically they will have better comprehension in reading.

While, students with auditory learning style, they prefer to listen or hear something from people. They learn better of what they heard. They will have better comprehension by hearing rather than reading. And then, kinesthetic learners prefer to learn by touching and doing. They really likedoing experiment when they are learning. Movements are their oriented to learn best.

Based on the elucidation above, it is believed that there is significant relationship

between students’ learning style and their reading comprehension of narrative text

since the three styles are close to the language acquisition and language perceiving.

D. Research Hypothesis

According to the theories above, it is formulated a hypothesis as follows: 1. Ha (Alternative Hypothesis)

Ha = There is any significant relationship between students’ learning style and their reading comprehension of narrative text.

2. H0 (Null Hypothesis)

H0 = There is no significant relationship between students’ learning style and their reading comprehension of narrative text.

In sum, the hypothesis towards the study based on theories from some experts elaborated above is Ha. It can be said that there will be significant relationship

26

CHAPTER III

RESEARCH METHODOLOGY A. Place and Time of the Research

This research conducted on 24th May, 2016 and was held at MTs.Izzatul Islam Parung, Bogor which is located at Jl. Inkopda Raya No. 23 Kp. Bulak, Kalisuren, Tajurhalang, Bogor.

B. Population and Sampling

In this research, the writer used population and sampling at once. It was used convenience sampling. The population and the sample of this research was the second grade students of MTs.Izzatul Islam Bogor. It consists of 35 students.

C. Method and Design of the Research

The method of this study is quantitative method. Then, the data from questionnaire are calculated to know whether there is any significance correlation between students’ learning style and their reading comprehension of narrative text. The writer analyzed questionnaire about the students’ learning styleusing Pearson Product Moment Correlation, through SPSS, to determine the relationship with their reading comprehension of narrative text.

Meanwhile, this research is designed as correlational research. The main objective of this research is to discover the relationship between the two intended variables;

students’ learning style and their reading comprehension of narrative text.

Then, the writer determined students’ learning style as independent variable

(variable X) and students’ reading comprehension of narrative text as dependent variable (variable Y). In this case, it can be assumed that students’ learning style in

learning English is considered as a factor that influence students’ reading comprehension of narrative text. Finally both variables can be tried to be correlated.

D. Technique of Data Collection

The writer used a non-test and test techniques. Non-test technique was questionnaire and a test of reading comprehension was the test technique.

In answering the questionnaire, the students were asked to put cross (X) or

checklist (√). To find the students’ learning style, the writer counted the mean score of the styles.

The data of students’ reading comprehension was collected by giving them a test.

The test consisted of 25 questions. The alternative answer is A, B, C and D. they were asked to choose the best answer of the options.

1. Questionnaire

In this research, Perceptual Learning Style Preference Survey by Joy M Reid in

Understanding Learning Style in the Second Language Classroom was adapted as the

questionnaire. There were four alternatives five items of each learning style indicator. The questionnaire was distributed to the students to get the data of their learning style preference. The questionnaire was based on characteristic of each learning style (visual, auditory and kinesthetic). The questionnaire was written in Bahasa to avoid misunderstanding and to ease the students in answering the questions. There are four alternatives based on Lickert Scale type. Likert scale is used to measure attitude, opinion, perception based on the certain object or phenomena.The four points are Strongly Agree (SangatSetuju, SS), Agree (Setuju, S), Disagree (TidakSetuju, TS), and Strongly Disagree (SangatTidakSetuju, STS).

28

Table 3.1

Questionnaire Item Scoring

Scale Score

Strongly Agree 4

Agree 3

Disagree 2

Strongly Disagree 1

The research used two instruments to get the data. The first data was about

students’ learning style. The statement of the questionnaire was set in these ways: statement number of 1,2,3,4,5,6,7,8,9, and 10were dealing with visual learning style type; statement of 11,12,13, 14, 15, 16,17,18,19, and 20 were dealing with auditory learning style types; and the statement number of. 21, 22, 23,24,25,26,27,28,29, and 30 were dealing with kinesthetic learning style. Moreover, the data that was gotten from reading comprehension test was used as the second data for Y variable.

Table 3.2

Learning Style Questionnaire Key Number

No. Indicator Total Key Number

1. Visual Learning Style 10 1,2,3,4,5,6,7,8,9, 10

2. Auditory Learning Style 10 11,12,13,14,15,16,17,18,19,20 3. Kinesthetic Learning Style 10 21,22,23,24,25,26,27,28,29,30

Total 30

2. Test

To get the data as dependent variable or Y variable, a test was used. The test is reading comprehension test of narrative text. The researcher distributed narrative text test which had been validated in different school. The testconsists of 25 questionsthat

was multiple choices test. There were four options (A, B, C, and D). The writer gives score 4 for the correct answer and 0 for the wrong answer. It means that students will get 100 score if they answer all questions correctly.

E. Technique of Data Analysis

Before calculating the relationship between students’ learning style and their reading comprehension of narrative text using Pearson Product Moment Correlation Formula, the writer will conduct the testing requirement analysis; namely normality and linearity.

1. Normality

Normality test is done to determine a normal distribution of data. The data in this research will be analyzed by SPSS version 22. In SPSS, there are two kinds of normality test: Kolmogrov Smirnov Test and Shapiro Wilk Test.

The criterion of SPSS:

a. If respondents > 50, the normality test uses Kolmogrov Smirnov. b. If respondents < 50, the normality test used Shapiro Wilk.

Because the respondents of this study were below 50, the normality test used Shapiro Wilk Test.

The variable is:

a. A normal data distribution if the value of significance (sig) > 0.05. b. An abnormal data distribution if the value of significance (sig) < 0.05.

2. Linearity

After computing normality test then the writer did linearity test. Thus, linearity test is used to know the relation between dependent and independent variable. The variables have linearity based on the testing criteria, as follows:

a. If the value of significance (sig) > 0.05, it means that the variable is linear. b. If the value of significance (sig) < 0.05, it means that the variable is not linear.

30

After that the writer used the correlation formula by Pearson Product Moment Correlation to test the significance relationship between both of variables. The formula used as follows:

a. Finding the number of correlation using formula:

∑ ∑ ∑

√ ∑ ∑ ∑ ∑

r : product moment correlation coefficient of variable X and Y N : the total number of samples

X : the students’ score in students’ learning style

Y : the students’ score in their reading comprehension of narrative text

ΣX : the sum of the students’ learning style scores

ΣY : the sum of their reading comprehension of narrative text scores

ΣX² :the sum of squares of students’ learning stylescores

ΣY² : the sum of squares of their reading comprehension of narrative text scores (ΣX)² : the squares of the sum of students’ learning style scores

(ΣY)² :the squares of the sum of their reading comprehension of narrative text scores

ΣXY : the sum multiple of students’ learning style scores and their reading comprehension of narrative text scores

The result of correlation coefficient is then being interpreted to find out it is strength. The following is to interpret the result of correlation coefficient1:

1

Table 3. 3

Correlation Coefficient Table

Product Moment (r) Correlation

0.00—0.20 Very Low

0.20—0.40 Low

0.40—0.70 Moderate

0.70—0.90 High

0.90—1.00 Very High

b. To know the significance between two variables, the formula of the significance test is:

√ √ :

r : value of correlation coefficient n : number of participants

F. Statistical Hypothesis

The statistical hypothesis of this study can be seen as:

(H0) : There is no relationship between students’ learning style and their reading comprehension of narrative text at eighth grade students of MTs.Izzatul Islam Bogor.

32

(Ha) : There is a relationship between students’ learning style and their reading comprehension of narrative text at eighth grade students of MTs.Izzatul Islam Bogor.

The criteria used as follows:

1. If ro>rt= Ha is rejected, Ho is accepted. It means that there is a significant

relationship between students’ learning style and their reading comprehension of narrative text at the eighth grade of MTs. Izzatul Islam Bogor.

2. If ro<rt= Ha is rejected, Ho is accepted. It means that there is no significant

relationship between students’ learning style and their reading comprehension of narrative text at the eighth grade of MTs. Izzatul Islam Bogor.

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION A. Research Finding

1. Data Description

The writer conducted the research at MTs. Izzatul Islam Bogor and 35 students of eighth grade were chosen as the sample of the research. In this research, the writer used two instruments; a questionnaire and a test. The writer

gave a questionnaire in order to get the data about students’ learning style and a test to get the data about students’ reading comprehension of narrative text. In the

questionnaire, there were 30 statements and used the Likert Scale to answer the

statement. Then, the test was carried out to get the students’ reading

comprehension score. There were 25 questions and four options (A, B, C, and D) to answer these questions.Those scores were described and analyzed. The description included mean, mode, median, range, minimum and maximum score,

and standard deviation. If students’ learning style was independent variable and

their reading comprehension was dependent variable, the summary of the data can be seen as follows:

Table 4.1

Summary of Students’ Learning Style Score (X) and Their Reading Comprehension

Score (Y)

Learning_Style_ Questionnaire

Reading_Compr e_Test

N Valid 35 35

Missing 0 0

Mean 84,37 70,80

Median 84,00 72,00

Mode 79 72

Std. Deviation 7,046 10,957

Range 25 44

Minimum 71 44

34

From the Table 4.1, it is known that the respondents were 35 students. The mean score of learning style questionnaire (X) was 84.37, median score was 84.00, mode score was 79, standard deviation was 7.046 and the range score was 25, minimum score was 71 and maximum score was 96. Meanwhile, the mean

score of students’ reading comprehension of narrative test (Y) was 70.80, median

score was 72.00, mode score was 72, std. deviation was 10.957, range was 44, the minimum score was 44 and the maximum score was 88.

a. The Student’s Learning Style

To determine students’ learning style (X), the writer counted the highest score

of three types of styles (see Appendix 1). From the calculation, it was found that the most dominant style was visual (15 students) followed by auditory (13 students) and the last was kinesthetic (7 students). It can be seen as on Chart 4.1:

Chart 4.1

The Ratio of Students’ Learning Style

According to the Chart 4.1, then the writer counted the percentage of the dominant style of the students. To see the calculation of the percentage, the writer presented as formulated bellow:

1. Percentage of visual style

x 100% = 42.85% 2. Percentage of auditory style

x 100% = 37.15% 3. Percentage of kinesthetic style

x 100% = 20%

15 ₁₃

7 0

5 10 15 20

Visual Auditory Kinesthetic

To

tal o

f Stu

d

e

n

ts

Hence, it can be shown as the Table follows:

Table 4.2

Distribution Percentage of Students’ Learning Style

Learning Style Frequency Percentage

Visual 15 42.85%

Auditory 13 37.15%

Kinesthetic 7 20%

Total 35 100%

From the Table 4.2, it was known that the percentage of visual learning style was 42.85%, auditory style was 37.15% and kinesthetic style was 20%. Hence, it was concluded that the dominant style of eighth grade student in MTs Izzatul Islam Bogor in the academic year 2015-2016 was visual learning style.

b. Students’ Reading Comprehension of Narrative Text

Students’ reading comprehension of narrative text was gotten by giving them

the test. The test consisted of 25 questions. From the Table 4.1, it can be seen that

mean score of students’ reading comprehension of narrative text (Y) was 70.80,

median score was 72.00, mode score was 72, std. deviation was 10.957, the range score was 44, minimum score was 44 and maximum score was 88. Meanwhile,

the total score of students’ reading comprehension of narrative text (Y) was 2.478.

36

Chart 4.2

Frequency Distribution of Students’ Reading Comprehension of Narrative Text

From Chart 4.2, that the score 44, and 48 were one student for each score, there were five students got score 60, there were six students got 64 score, there was one student got 68 score, there were ten students got 72 score, there were three students got 76, there was one student got 78, there were two students got 84, and there were five students got 88.

After presenting the distribution of students’ reading comprehension of

narrative text, the writer categorized the score into Table 4.2.

Table 4.3

The Distribution of Students’ Reading Comprehension Score of Narrative Text

Range Score Value F

80 – 100 Excellent 7

70 – 79 Good 14

60 – 69 Avarage 12

50 – 59 Bad -

0 – 49 Poor 2

Based on the Table 4.2, there were five ranges of students’ reading comprehension score. The first, range of 80-100 was the excellent one. Second, 70-79 was the good score. Third, 60-69 was the avarage score. Fourth, score from 50-59 was bad score. Last, 0-49 score was poor. The writer concluded that the students got score more dominant was on good than excellent score. While, there were still students who got poor score (see Appendix 2). Meanwhile, the highest average of reading score was gotten by kinesthetic style.

2. Data Analysis a. The Normality Test

To analyze the data above, firstly the writer used Shapiro-Wilk formula to test the normality of the instruments in this research in order to know whether learning style questionnaire and reading comprehension test came from the distributed normal population with the significant 5%.

Table 4.4 Normality Test Table

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

LearningStyle_Questionnair

e ,148 35 ,049 ,959 35 ,216

Reading_Compre_Test ,144 35 ,065 ,938 35 ,047

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

From the Table 4.3, the writer used Shapiro-Wilk because the respondents in this research were below 50. It can be seen that learning style questionnaire was normally distributed, because the value of significance is 0.216 and it is bigger than the value of 5%. It means that 0.216>0.05. In addition, reading comprehension of narrative text test was also normally distributed.

b. The Linearity Test

After that, the writer also tested linearity using SPSS software to see regression of relationship between two variables is linear. The Table as follows:

38

Table 4.5 Linearity Test Table

Sum of

Squares df

Mean

Square F Sig.

Reading_Co mpre_Test * Learning_Styl e_Questionn aire

Between Groups (Combined) 2150,933 18 119,496 ,990 ,512

Linearity 48,317 1 48,317 ,400 ,536

Deviation from Linearity 2102,616 17 123,683 1,025 ,482

Within Groups 1930,667 16 120,667

Total 4081,600 34

From the Table 4.4, it can be seen that learning style questionnaire and reading comprehension of narrative text test has linear regression. The linearity is 0.536 and deviation from linearity is 0,482. It can be concluded that the data used have a good linear regression because linearity is bigger than the significant of 5% (0.536<0.05) and deviation of linearity is bigger than 5% (0.482>0.05). Hence, the linearity test is used to determine the effect of independent variable towards dependent variable in the research.

c. Correlation Coefficient

The data has been collected was analyzed by using Pearson Product Moment. Here was the analysis of the correlation between students’ learning style and their

reading comprehension of narrative text.

∑ ∑ ∑

√{ ∑ ∑ }{ ∑ ∑ }

Before the data was calculated, the data was described as bellow:

Table 4.6 Data Analysis Table No.

Student X Y XY X² Y²

Student 1 83 88 7304 6889 7744

No.

Student X Y XY X² Y²

Student 3 82 72 5904 6724 5184

Student 4 72 72 5184 5184 5184

Student 5 91 88 8008 8281 7744

Student 6 87 72 6264 7569 5184

Student 7 79 64 5056 6241 4096

Student 8 77 60 4620 5929 3600

Student 9 96 64 6144 9216 4096

Student 10 71 78 5538 5041 6084

Student 11 95 60 5700 9025 3600

Student 12 88 72 6336 7744 5184

Student 13 94 72 6768 8836 5184

Student 14 96 84 8064 9216 7056

Student 15 84 68 5712 7056 4624

Student 16 87 64 5568 7569 4096

Student 17 88 64 5632 7744 4096

Student 18 92 72 6624 8464 5184

Student 19 87 88 7656 7569 7744

Student 20 79 60 4740 6241 3600

Student 21 83 72 5976 6889 5184

Student 22 79 72 5688 6241 5184

Student 23 96 64 6144 9216 4096

Student 24 93 76 7068 8649 5776

Student 25 79 88 6952 6241 7744

Student 26 88 44 3872 7744 1936

Student 27 87 88 7656 7569 7744

Student 28 84 64 5376 7056 4096

Student 29 86 84 7224 7396 7056

40

No.

Student X Y XY X² Y²

Student 31 79 72 5688 6241 5184

Students 32 78 76 5928 6084 5776

Student 33 79 76 6004 6241 5776

Student 34 76 48 3648 5776 2304

Student 35 86 72 6192 7396 5184

∑N = 35 ∑X=2953 ∑Y=2478 ∑XY=209358 ∑X²=250837 ∑Y²=179524

Based on the Table 4.5, X represents questionnaire score of students’ learning style and Y represents their reading comprehension score of narrative text.

From the calculation of statistic, it can be showed that: N = 35

X = 2953 Y = 2478 XY = 209358 X² = 250837 Y² = 179524

∑ ∑ ∑

√{ ∑ ∑ }{ ∑ ∑ }

√

_{√ √}

_√

To make sure the calculation above, the writer used Pearson Product Moment

Correlation through SPSS 22 program. The use of this formula is to know

whether the calculation done manually was correct. The result of the formula was described as follow:

Table 4.7

The Result of Correlation Calculation Correlations

Student_Learning _Style

Reading_Compre hension

Student_Learning_Style Pearson Correlation 1 ,109

Sig. (2-tailed) ,534

N 35 35

Reading_Comprehension Pearson Correlation ,109 1

Sig. (2-tailed) ,534

N 35 35

The results of the two calculations were the same which means that there was no mismatch in the process of calculating the data. Meanwhile, the result of

correlation between students’ learning style and their reading comprehension of

narrative text was 0.109. This is concluded that the correlation between the two variables was negligible.

After finding the “r” correlation score, the writer counted the significance of

variables by calculating rxyis tested by significance test formula.

√

√

Description:

=

r =0.109

42

Calculation

√

√

=

√

√ –

=

√

√ –

=

√

=

The calculation above is the score of significant test in order to know the significance of the two variables. The calculation is done to test the hypothesis that has been made.

Before testing thetcount, the writer made two hypotheses of significance as follows:

Ha : There is significant relationship between students’ learning style and their reading comprehension of narrative text.

Ho : There is no significant relationship between students’ learning style and their reading comprehension of narrative text.

The formula of the test:

1. If thitung>ttabel = Ha is accepted, Ho is rejected. It means that there is significant

relationship between students’ learning style and their reading comprehension

of narrative text.

2. If thitung<ttabel= Ha is rejected, Ho is accepted. It means that there is no

significant relationship between students’ learning style and their reading comprehension of narrative text.

According to the calculation above, the result was compared by the tTablein the significant of 5% and N=35, the writer found the Degree of Freedom (Df) and tTablein the formula bellow:

Df = N – nr _{( )}

c. His cousin d. His family

18. What did the country mouse offer to his guest? a. Beans, bacon, cheese and bread,

b. Jellies and cakes c. Apple juice d. Country food

19. Where did the two mice go? a. They went to the country

b. They went to the town mouse’s residence c. They went to dog house

d. They want to country mouse’s house

20. When the two mice arrive at the Town Mouse’s residence? a. At tomorrow morning

b. At night c. In the evening d. In the afternoon

21. What did they eat in the grand dining room? a. Beans and bacon

b. Cheese and breed c. Jellies and cakes d. Meat and egg

22. Who does not like the dog’s bark at dinner time? a. The two mice

b. Country mouse c. Town mouse d. No one

23. How many dogs were in the house? a. One

b. Two c. Three d. Four

24. Why did the country mouse leave so soon? a. He didn’t like dog bark

b. He miss his house in country

c. He prefer to choose poor food in a peace rather than delicious food in a fear d. He got angry with town mouse

25. What lesson that we can take from the story above? a. Don’t steal something

b. Poor food is better c. Friendship is number one d. A peace is more important.

Appendix 6

DISTRIBUSI NILAI SIGNIFIKANSI 5% dan 1%

N

The Level of

Significance N

The Level of Significance

5% 1% 5% 1%

3 0,997 0,999 38 0,320 0,413

4 0,950 0,990 39 0,316 0,408

5 0,878 0,959 40 0,312 0,403

6 0,811 0,917 41 0,308 0,398

7 0,754 0,874 42 0,304 0,393

8 0,707 0,834 43 0,301 0,389

9 0,666 0,798 44 0,297 0,384

10 0,632 0,765 45 0,294 0,380

11 0,602 0,735 46 0,291 0,376

12 0,576 0,708 47 0,288 0,372

13 0,553 0,684 48 0,284 0,368

14 0,532 0,661 49 0,281 0,364

15 0,514 0,641 50 0,279 0,361

16 0,497 0,623 55 0,266 0,345

17 0,482 0,606 60 0,254 0,330

18 0,468 0,590 65 0,244 0,317

19 0,456 0,575 70 0,235 0,306

20 0,444 0,561 75 0,227 0,296

21 0,433 0,549 80 0,220 0,286

22 0,432 0,537 85 0,213 0,278

23 0,413 0,526 90 0,207 0,267

24 0,404 0,515 95 0,202 0,263

25 0,396 0,505 100 0,195 0,256

26 0,388 0,496 125 0,176 0,230

27 0,381 0,487 150 0,159 0,210

28 0,374 0,478 175 0,148 0,194

29 0,367 0,470 200 0,138 0,181

30 0,361 0,463 300 0,113 0,148

31 0,355 0,456 400 0,098 0,128

32 0,349 0,449 500 0,088 0,115

33 0,344 0,442 600 0,080 0,105

34 0,339 0,436 700 0,074 0,097

35 0,334 0,430 800 0,070 0,091

36 0,329 0,424 900 0,065 0,086

Appendix 7

Appendix 9

Students Reading Score Average

No. Students Visual Style Reading Score

1 Student 6 72

2 Student 8 60

3 student 10 78

4 Student 11 60

5 Student 12 72

6 Student 18 72

7 Student 20 60

8 Student 25 88

9 Student 26 44

10 Student 27 88

11 Student 28 64

12 Student 30 60

13 Student 32 76

14 Student 33 76

15 Student 34 48

Average 67,86666667

No. Students Auditory Style Reading Score

1 Student 1 88

2 Student 2 60

3 Student 4 72

4 Student 5 88

5 Student 7 64

6 Student 14 84

8 Student 16 64

9 Student 17 64

10 Student 21 72

11 Student 23 64

12 Student 29 84

13 Student 31 72

Average 72,61538462

No. Students Kinesthetic Style Reading Score

1 Student 3 72

2 Student 9 64

3 Student 13 72

4 Student 19 88

5 Student 22 72

6 Student 24 76

7 Student 35 72