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student conversation, transcription, reflection on experience, reflective listening, human computer, small group tasks, using authentic materials, scrambled sentences
and language games . The third question is about the impact of VARK questionnaire towards
student’s learning outcomes scores after pre test and post test and apply some kind of techniques and methods of teaching-learning based on Larsen-Freeman showed there
are enhancement scores after the writer calculated the result from the two tests, pre test and post test. The result from pre test was, the amount of correct answers are 32
from 40 answers and then the amount of false answers are 8 from 40 answers. And the total scores from pre test is 80 has shown a good comprehension with grade B.
The result from post test was, the amount of correct answers are 34 from 40 answers and then the amount of false answers are 6 from 40 answers. And the total scores
from post test is 85 has shown an excellent comprehension with grade A. From that, the writer concludes :
- VARK questionnaire is as a guidance for the teacher to apply some kinds of
techniques and principles in Language Teaching before the teaching-learning process will be held by knowing the student’s learning style at first.
- VARK questionnaire is applicable to improve
the student’s scores because what the teacher teaches matched wit
h the student’s preference of learning style. It becomes effective and efficient.
5.2 Suggestions
Being interested in doing research about the English teaching method on the writer’s private course student after knowing the student’s learning style by using
VARK questionnaire, the writer would propose some suggestions as follows :
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a. Before the teacher starts the teaching-learning process, the teacher should know
about the student’s learning style by using VARK questionnaire so that it would be effective and efficient so the goals between the teacher and student in
teaching- learning process can be achieved.
b. For the kinesthetic learning style, the writer suggests to bring the student into
some parts of the student’s experience so that the student will be easy to understand the lesson because near around the student’s life and giving the
examples like case studies as if brings the student into that position or condition. In showing the materials for kinesthetic, the writer uses the media like pictures,
posters and maps on the blackboard or wall, displays a video, distributes a handout that has a copy because kinesthetic in during the teaching-learning
process needs concrete personal experiences, examples, practice or simulation.
c. The analysis of English teaching method on the writer’s private course student in
this thesis still needs further research, realizes that there are other three learning styles except kinesthetic like visual, auralauditory and readwrite with various
techniques and method in teaching English are needed. The writer suggests the students of English Department who are interested in this field of study to do a
further research particularly about the techniques and methods used.
d. This thesis is expected could become a reference for those who want to do
further research in English teaching methods.
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e. Last but not least, the writer realizes and admits that this thesis is still not
perfect, should be improved in any parts of it, the writer cherishes and appreciates to anyone who criticizes and gives the suggestions on this thesis.
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CHAPTER II REVIEW OF LITERATURE
