The students english achievement based on their learning styles : an ex post facto second-grade student sma negeri 1 sepatan tangerang

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THE STUDENTS’ TH (An Ex Post Facto at Se

Presented to t in Partial Fulfillmen

DEPARTM THE FACULTY OF

SYARIF HIDAYA

TS’ ENGLISH ACHIEVEMENT BASED THEIR LEARNING STYLES

Second-Grade Students SMA Negeri 1 Sepatan Tange

ASkripsi

o the Faculty of Tarbiyah and Teachers’Training ent of the Requirements for the Degree of Strata 1

in English Language Education

Approved by the Advisor,

Dr. Didik Santoso M.Pd NIP: 150 270 348

TMENT OF ENGLISH EDUCATION

OF TARBIYAH AND TEACHERS’TRA

YATULLAH STATE ISLAMIC UNIVER JAKARTA

2011

SED ON

Tangerang )

ng a 1 (S1)

TRAINING ERSITY

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ACKNOWLEDGEMENTS



 

Praise be upon to Allah SWT: The Lo rd of the Universe, that under H is blessing and great guidance, the writer co mpletes this Skripsi as one of the requirements of achieving the degree of Sarjana Pendidikanat English Education Department, Tarbiyah and Teacher Training Faculty, Syarif Hidayatullah State Islamic University Jakarta.

In accomplishing this Skripsi, the writer deservedly would like to acknowledge the writer’sdeepest appreciation to the following persons who have helped and supported the writer to finish thisSkripsi:

1. Sanusi AS and Siti Rohmah, for giving the writer strength. Both of them are the apple ofthe writer’seyes; the writer love both of them to a measure that no words can explain or actions can show. The writer only hopes that the writer’s accomplishments bring both of them to the pleasure that both of them rightfully deserve and that both of them have worked so hard to earn now and always. 2. Dr. Didik Santoso, M.Pd, as the advisor who has given ideas, suggestions and

many other things which were useful in completing this Skripsi.

3. Drs. Syauki, M.Pd and Neneng Sunengsih S.Pd as the Chief and The Secretary of Englsih Education Department for the support to the writer.

4. Drs. H. Bahrul Hasibuan, M.Ed. and Nida Husna M.Pd. MA.TESOL as the examiners team in the Skripsi examination, for the time, contribution of thoughts and ideas toward the development of this Skripsi.

5. Drs. H. Nasifudin Jalil, M.Pd as the academic advisor who has guided during the study in Tarbiyah and Teacher Training Faculty.

6. All of English Education Department lecturers who had taught during the study in Tarbiyah and Teacher Training Faculty.

7. Mr. Ali Firdaus, S.Kom, Mr. Toto Ardian to, S.Pd, Mr. Damanhuri, S.Pd, Mr. Ade Kurniawan, A.Md, and all of the teachers at SMAN 1 Sepatan for their care, idea, and share.

Jakarta, January 2011

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iii

Endang Rohmatullah, 2010, “The Students’ English Achievement based on Their

Learning Styles” (An Ex Post Facto at Second Grade Students SMA Negeri 1 Sepatan). English Education Departement, Tarbiyah and Teacher Training Faculty, Syarif Hidayatullah State Islamic University.

Advisor : Dr. Didik Santoso, M.Pd

This skripsi compared between visual learning style and auditory learning style through their achievement in English. Then find out significant difference on the students’ English learning achievement based on their visual and auditory learning styles.

The purposes of this research are to compare the student’s English achievement with visual learning style and auditory learning style, and then find out the difference between the student’sEnglish achievement with visual learning style and auditory learning style.

The writer used ex post facto design for his Skripsi. The research was conducted on the second grade students of SMAN 1 Sepatan as the population of the research, using learning style questionnaire to get the number of sample both visual learning style and auditory learning style , the writer used sampling stratified technique; the population is stratified into its subpopulation, with considering random number table to get the sample of research. The data collection is done by observation using learning styles questionaire and collecting the documentation. T-test is used to compare thedifference between the students’ visual learningand students’ auditory learning on English achievement.

Based on the research, the writer finds that Standard Error (SE) of visual style is lower than Standard Error (SE) of variable X; students’ visual style and students’ auditory style (SEx= 1. 01) andStandard Error of variable Y; students’ English achievement (SEy = 1.41). In addition, SE scores both of variables influence the result of t test score. Whereas t test score is 2.64, the writer considering the table of significance (t table) in 5% are 2.048 based on reference about degree of freedom in 28.As we know on the previous discussion, the value oftois 2.64, then, by considering t table 5%, the value of tois bigger than t table (to > tt). Furthermore, there is a significance differentiation between students’ visual style and students’ auditory style in English achievement.

Key words : Learning style, visual learning style, auditory learn ing style, students’English achievement,

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TABLE OF CONTENTS

Endorsement Sheet……….……… i

Acknowledgement……… … ii

Abstract……… iii

Table of Contents……… iv

CHAPTER I INTRODUCTION... 1

A. The Background of Problem ……… 1

B. The Limitation and the Formulation of Problem ……… 4

C. The Significance of Problem………. 4

D. The Organization of Writing……… 5

CHAPTER II THEORETICAL FRAMEWORK ……….. 6

A. The Understanding of Achievement………. 6

B. The Understanding of Learning Styles………. 9

1. Visual Learning Style ……… …… 11

2. Auditory Learning Style ……….…… 13

CHAPTER III RESEARCH METHODOLOGY………..……… 15

A. The Objective of the Research………...….. 15

B. The Place and Time of the Research………..……..……. 15

C. The Method of the Research……….……. 15

D. The Population and Sample……...………...……. 16

E. The Instrumentation………..………. 17

F. The Technique of Collecting the Data…………..………. 18

G. The Technique of Data Analysis………..………. 18

CHAPTER IV RESEARCH FINDINGS ………. 20

A. Description of Data……….. 20

B. Analysis of Data……… 23

C. The Interpretation of data ... 26

CHAPTER V CONCLUSION AND SUGGESTION……….. 27

A. Conclusion……… 27

B. Suggestion………... 28

BIBLIOGRAPHY……… 29

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INTRODUCTION

A. The Background of Problem

The term learning has different meanings for different people . It is frequently used and may apply to numerous situations.1 What is learning? How can we define learning? How can learning process best be explained? If there are difference explanations, how do they differ?

To answer all that questions, some experts have taken apart to comment, to define what learning; H. Douglas Brown defines learning as a relatively permanent change in a behavioral tendency and is the result of reinforced practice.2Meanwhile, he considered some traditional definitions , learning as acquiring or getting knowledge by study, experience, or instruction.

Howard L. Kingsley and Ralph Garry stated, “Learning is fundamental process of life. Every individual learns, and through learning he develops the modes of behavior by which he lives. All human activities and achievements manifest the results of learning.”3

________________

Chris Watkins and Eileen Carnell et al, Effective Learning in Classroom, (London: Paul Chapman Publishing, 2007), p.10

H. Douglas Brown,Principles of Language Learning and Teaching, (San Francisco: Longman, 2000), 4thedition, p.7.

Howard L Kingsley and Ralph Garry, The Nature and Condition of Learning , (New Jersey: Prentice Hall Inc., 1959), 2ndedition, p.3

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For example, language learning is important for human’s social development. English, as a language, is such an important part of our means of communication, the ability to use and understand language will be a significant factor in success in education.4

English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development, therefore students need to understand and use English to improve their confidence to face global competition.

As inPusat Kurikulum, Balitbang Depdiknas, states English as a formal subject is given to senior high school level, which has several goals stressing on the students:

The goals of teaching and learning English for this level are improving the ir English skills and and giving the opportunities to the students such as:

a. Getting specify information , main idea, and the opinion of the speakers .

b. Answering the questions , the students are be able to express about several topics and explore by themselves to defend their opinion.

c. Reading quickly to get a general idea (skimming), the students are be able to find specify information (scanning).

d. The students are be able to understand general idea, main idea and the opinion in reading material.

e. The students are be able to organize and correlate the ide clearly, sequently, and accurately using diction in writing .5

The statement above implied the results of learning can be seen in the achievement after the students learning in a particular of time. The success in learning process can be visible from the reached achievement. If the achievement has fulfilled the targets, the students are success , if the students have not fulfilled the target yet; it means that they have not yet success.

As we know, students’ learning achievement in SMA can be measured with doing several test known as daily test, mid test and final test. Thus, students’ learning achievement can be categorized into three domains; cognitive, affective and ________________

Steve Bartlett and Diana Burton, Introduction to Education Studie, (Los Angeles: Sage Publication, 2007) 2ndedition, p.151.

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psychomotor. Learning achievement obtained by students is the knowledge (cognitive), affective and skill (psychomotor). Unfortunately, the results of students’ achievement are varieties for each subject. Especially in English subject achievement.

In SMAN 1 Sepatan, the result of mid test and final test in English subject is still low and under sixty five of the Standard Minimum in Mastery of Learning . This score, sixty five of the Standard Minimum of Mastery in Learning, is determined by considering three criteria such as complexity, students’ intake, and support capability for indicator of learning, standard competence, and base c ompetence in English subject. By considering the score of three citeria for each, the teacher determine Standard Minimum in Mastery of Learning.

The students have learned En glish from the first-grade of junior high school until senior high school, but most of them still cannot use Eng lish as tool of communication. Moreover, its not only happened to the s tudents who have score below, but also the students who have a good score in junior high school can not use English in real communication in their level. Besides, their receptive skills are also below the expectation. This condition is derived from the documentation of English teacher and students ability using English in their communication in classroom activities.

There are so many factors influencing English learning achievement . In Self Access, Susan Shreen stated that individuals clearly differ enormously in their personality, beliefs and attitudes. Moreover, they differ in their cognitive abilities and language learning aptitude; some people learn languages more quickly and easily than others.6

Joy M Reid stated that students learn in many different ways. For example, some students learn primarily with their eyes, visual learners, or with their ears,

auditory learners, and some students prefer to learn by experience and by practice,

kinesthetic learners.7

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Susan Shreen,Self Access, (Oxford: Oxford University Press, 1989), p.5.

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

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4 Learning styles refer to the variations in student’s ability to accumulate as well as assimilate information. Basically, students’ learning style is the method that best allows students to gather and use knowledge in a specific manner. Students should know and be able to do in different subject areas at particular grade levels and particular of time. To meet these expectati ons, students need to know how to learn as well as what to learn.8

Based on the explanation above on this skripsi, the writer will discuss the English learning achievement in comparison with two major of learning styles. Furthermore, the writer choose “THE STUDENTS’ ENGLISH ACHIEVEMENT BASED ON THEIR LEARNING STYLES” (An Ex Post Facto at Second-Grade Students SMA Negeri 1 Sepatan) as the title of his research.

B. The Limitation and the Formulation of Problem

There are many problems that can be identified, such as performance of English teacher in classroom activities, students’ interest in learning English, the atmosphere of school building and infrasturcture. B ut it is impossible to cover all o f the problem in this research.

The writer only limits on the English learning achievement and learning styles; visual and auditory of second grade students at SMAN 1 Sepatan Tangerang . Therefore, based on former discussion, the for mulation of research; Is there any significant difference on the students’ English learning achievement based on their visual and auditory learning styles? .

C. The Significance of Problem

The significance of the study will be established on the basis of the anticipated outcomes, which may be in the form of products or processes. The outcomes of students’ learning style; visual and auditory through English achievement will influence the teachers’ method in teaching learning process.

________________

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As the result in this research, regardless of outcomes, it will improve or change the perspective way in teaching learning in classroom and this can be a significance contribution.

D. The Organization of Writing

ThisSkripsi consists of five chapters. Each chapter has some sub -chapter. The discussion of the introduction of this Skripsi will be found in chapter one which also contains the background of problem, the limitation and the formulation of problem, the significance of problem, and the organization of writing.

Chapter two focus on the discussion of theoretical framework. This ch apter deals with the understanding of achievement, the understanding of l earning styles which is discuss two major learning style i.e. , visual learning style and auditory learning style.

Chapter three explains research methodology. It involves the objective of the research, the place and time of the research, the method of the research, the population and the sample, the instrumentation which is divided into exp lanation of two variables of research, the technique of collecting the data, and the technique of data analysis.

Chapter four explains about research findings and discussion, which is consists description of data, analysis of data and the interpretation of data.

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CHAPTER II

THEORETICAL FRAMEWORK

A. The Understanding of Achievement

Yet there are many definitions of learning achievement and much disagreement over its precise nature. These differences in the ory and practice of achievement are apparent in the various aspects the writer gives in this skripsi.

Several expert gives definition about achievement such as Norman stated that achievement is what pupil has learned.1 It means that students need a long process in learning to achieve what th ey have done and learnt in those processes, neither in result process nor in score process.

Meanwhile, M. Chabib Thoha quoted Stanley and Hopkins that achievement is the extents to which a person has achieved something acquired certain information or mastered certain skills, usually as a result of specific instruction .2 As we know that, students in learning both result and score process, not only acquired knowledge, and mastered skill, but also students applied their understanding in attitude form.

According to concepts above, achievement can briefly defined as what students able to do in specific skill or certain lesson they have followed in the class for several times.

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G.E. Norman,Measurement and Evaluation in Teaching, (New York: Mc. Millan Publishing, Co., inc, 1976) p. 303.

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At most grade levels, achievement test are the most commonly used procedure for gathering formal evidence about students learning. These tests may be developed by teacher, text book publisher, or standard test publisher. Every kind of learning activity would produce a special change, namely learning outcome. This is shown in an achievement given by the students, such as calling the score in alphabet consecutively.3In Wikipedia Encyclopedia, the definition of learning achievemen t is knowledge that you get from studyin g which has done successfully, especially using your own effort and skill.4

In line with the quotation above, in Teachers, Schools, And Societies, Myra Pollack Sadker and David Miller Sadk er stated, “learning achievement is students’

actions that they have disciplined minds and adhere to traditional morals and behavior. It can be shown from their competency in academic subjects and traditional

skill while they are demonstrating through tests and writings.”5 From the statement above, the writer concluded that students’ competence in academic can be shown

when they perform in several tests and have great value both mind and moral.

Meanwhile, Sally Wehmeier et al in Oxford Advance Learner’s Dictionary

define that learning achievement is a thing that somebody has done successfully, especially using their own effort and skill.6 It can be inferred that a thing and

somebody based on the statement above stressed in learning for a thingand students

for somebody.

Julian C Stanley in Measurement in Today’s School claimed that achievement in

education means the result of the test designed to determine a students’ m astery of a given academic area.7 We can determine students’ learning in their score which is

indicated the achievement of academic ar ea in education scope.

In line with the statement above, Oemar Hamalik in Metode Belajar dan Kesulitan Belajar stated that learning achievement is new behavior or skill caused by ________________

Peter W Airasian and Michael K Russel, Classroom Assessment–Concepts and Applications, sixth edition, (New York: Mc Graw Hill, 2008), p.145.

http//:www.wikipedia.com./free encyclopedia.htm

Myra Pollack S and David Miller S, Teachers, Schools, and Societies, ( New York: Mc Graw Hill, 2005), p.330.

Sally Wehmeier (eds), Oxford Advance Learner’s Dictionary, (New York: Oxford University Press, 2005), 7thedition, p. 12.

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8 the experience or the practice.8 There is a change in students’ behave and thought through learning and acquiring the achievement in positive way and negative way.

Based on the definition above, learning achievement is the advantage of students’ knowledge through teaching learning proce ss by studying and practicing, and the result can be shown through some assessment test.

The successfulness in learning process can be visible from the reached achievement. If the achievement has fulfilled the targets, which have been determined previousl y, it can be told that the students are successful. Contrary to the fact, if the students have not fulfilled the target yet, it means that they have not yet success.

Thus, students’ learning achievement can be categorized into three domains; cognitive, affective and psychomotor. Learning achievement obtained by students is the knowledge (cognitive) and skill (psychomotor). Knowledge or cognitive, as defined here, involves the recall of specifics and universal, the r ecall of methods and processes.9

Furthermore, Carl E Pitts divines this knowledge into three mains, as follows: 1. Knowledge of specifics; the emphasis is on symbols with concrete

referents.

a. Knowledge of terminology; knowledge of the referents for specifics symbols such as verbal and non verbal.

b. Knowledge of facts; may include very precise and specific information and specific information such as dates, events, persons places, etc. 2. Knowledge of ways and means; the ways of organizing, studying, judging,

and critizing.

a. Knowledge of conventions ; characteristics ways of treating and presenting ideas and phenomena.

b. Knowledge of trends and sequences; knowledge of the process, directions and movements of phenomena with respect to time.

c. Knowledge of classification and categorizes; knowledge of classes, sets, and divisions and arrangements.

d. Knowledge of criteria; criteria by which facts, principles, opi nions, and conduct are tested and judges.

3. Knowledge of the universal; knowledge of the major schemes and patterns in the large structure.

________________

Oemar Hamalik,Metode Belajar dan Kesulitan Belajar, (Bandung:Torsito,1983), p.21.

Peter W Airasian and Michael K Russel, Classroom Assessment–Concepts and Applications, sixth edition, (New York: Mc Graw Hill, 2008), p.67

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a. Knowledge of principles and generalizations; summarize observation of phenomena such as explaining, describing, predicting or determining. b. Knowledge of theories and structure; knowledge of the body and

generalizations together with their interrelations which present a clear, rounded and systematic view of phenomena.10

The cognitive domain includes intellectual activities such as memorizing, interpreting, applying, problem solving, reasoning, analyzing, and thinking critically.

Table 2.1

Taxonomy Level in Cognitive Domain11

Taxonomy Level Related Verb General Description

Knowledge Comprehension Application Analysis Synthesis Evaluation

Remember, Recall, Identify, Recognize

Translate, Rephrase, Restate, Interpret, Describe, Explain

Apply, Execute, Solve, Implement Break Down, categorize, distinguish, Compare

Intergrate, Organize, Relate, Combine, Construct, Design.

Judge, Assesses, Value, Appraise

Memorizing the fact

Explaining in one’s own words

Solving New Problem

Breaking into Parts and Identifying Relationship Combining Elements into a Whole

Judging Quality or Worth

Skill or abilities refers to organized modes of operation and generalized techniques for dealing with materials and problems.12 The Psychomotor domain includes physical and manipulate activities. Holding a pen cil, using a mouse, keeyboarding, building a bookcase, are examples of activities that involves psychomotor behaviours.13

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Carl E Pitts, Introduction to Educational Psychology, (New York: United States International University, 1834) p. 158.

Peter W Airasian and Michael K Russel, Classroom Assessment–Concepts and Applications, sixth edition, (New York: Mc Graw Hill, 2008), p. 68.

Carl E Pitts,Introduction to Educational Psychology, (New York: United States International University, 1834) p. 161

Peter W Airasian and Michael K Russel, Classroom Assessment–Concepts and Applications, sixth edition, (New York: Mc Graw Hill, 2008), p.70

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10 The affective domain involves feeling, attitude, interest, preferrences, and emotion. Altough affective behaviours are rarely assessed formally in schools and classrooms teachers especially when sizing up students.14

Students’ knowledge and students’ skill can be measured based on their achievement of learning by doing the test. Therefore, in order to motivate and to guide the students to get good learning achievement especially in learning English they need to know how to learn as well as what to learn. In short word, They can be influenced by many factors and one of the factor i s the way students initially receive information during lesson in class, in this area the writer called it with learning styles.

The score may be taken from the average of daily test score, mid -test score, and final-test score of students learning result. There is alternative format of students’ learning achievement of measurement after Teaching Learning Process; they are number scale of score from 0 to 100. Minimum Target of A chievement in English subject is 65 after considering the indicator of learning, base competence and standard competence, it means that students get their achievement more than half well. And the students’ learning achievement in this skripsi is final test result of Second Grade Students in the fourth semester at SMA Negeri 1 Sepatan.

So, the achievement in this area is the score of final test of English that was obtained by the students who had followed in teaching learning process for several times in SMAN 1 Sepatan Tangerang.

B. The Understanding of Learning Style

Each of students has preferred ways of learning, approaches that work best for students. And their success is not just dependent on how well they learn, but on how they learn.

In this case, Andrias Harefa in Menjadi Manusia Pembelajar stated that learning is how to think for acquiring the knowledge, learning to do for character building, and learning to be for become the real human being.

________________

Peter W Airasian and Michael K Russel, Classroom Assessment–Concepts and Applications, sixth edition, (New York: Mc Graw Hill, 2008), p.69

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Three major stated above are the most important thing for students to mastery the learning process in a particular time and obtained the ac hievement. But the main problem in this condition is each student has their own way to obtain the achievement based on three major in learning process.

Susan Sheerin, in Self Access, stated that students clearly differ enormously in their personality, beliefs and attitudes. Moreover, they differ in their cognitive abilities and language learning aptitude; some people learn languages more quickly and easily than others.15

Different types of individuals in learning, in this case, Joy M Reid stated as learning styles. Students learn in many different ways. For example, some students learn primarily with their eyes, visual learners, or with their ears, auditory learners, and some students prefer to learn by experience and by practice, kinesthetic learners.16

Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual , in this case as a students , which are presumed to allow that students to learn best. It is commonly believed that most students favor some particular method of interacting with, taking in, and processing stimuli or information of the knowledge.

The writer tries to cover of learning style into two widely discussed sets of learning styles. Following are two of the most widely discussed learning styles are visual learning style and audi tory learning style.

1. Visual Learning Style

In simple definition visual means connected with seeing or sight. Visual learners are those who learn things best through seeing them. Visual learning students like to keep an eye on the teacher by sitting in the front of the class and

________________

Susan Shreen,Self Access, (Oxford: Oxford University Press, 1989), p.5.

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

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12 watching the lecture closely. Often, visual learners will find that information when it is explained with the aid of a chart or picture.17

Melissa Kelly, one of the psychologists, argues that a typical visual learner uses visualization techniques to remember things. They often have a good sense of direction because they visualize maps and directions in their mind. Many prefer to read information in a textbook or on the whiteboard rather than lis ten to the teacher lecture. They also enjoy doodling and drawing.18

Hayadin was encountering Melissa’s statement in Peta Masa Depan, he said,

“gaya belajar visual sebagai suatu kecenderungan memproses informasi melalui

mata atau indera penglihatan. Mereka belajar dengan cara melihat.” (Visual learning style is tendency in processing the information through eyes or sight sense. They learn and gain the information using their vision).19

But how the visual learners receive the information of from their sense organs, using their sight to receive the knowledge ? Margaret E. Bell give solve to answer this problem. She said that visual learner in receiving and processing the knowledge was dominated by their brain or system nerve neither left brain system nor right brain system.20

Moreover, they pleasure to gain and to retain the knowledge and information through general picture. Visual learners feel comfort with the explanation using visualization, imagination, art and intuitions.21

In classroom, visual learners can be identified by their attitude in receiving and processing the knowledge. Their behavior or attitude is the best characteristic in classroom in doing learning and teaching process.22

________________

Myra Pollack S and David Miller S, Teachers, Schools, and Societies, ( New York: Mc Graw Hill, 2005), p.37.

http://712educators.about.com/od/learningstyles/p/visual_learner.htm

Hayadin,Peta Masa Depanku, (Jakarta:PT. Elsas, 2005), p. 224

Margaret E Bell,Belajar dan Membelajarkan, (Jakarta: Raja Grafindo Persada, 1994), p.238.

Myra Pollack S and David Miller S, Teachers, Schools, and Societies, ( New York: Mc Graw Hill, 2005), p.37.

Joy M. Reid,Understanding Learning Styles in the Second Language Classroom, (New Jersey: Prentice Hall Regents, 1998), p.16 3

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Bobby De Porter and Mike Hernacki were covering the characteristics below for visual learner:

1. Tidy and order. 2. Talkative

3. Good planner and manager 4. Detail and Attentive

5. Good performing in appearance and presentation 6. Good speller

7. Remember what they see

8. Memorizing using their visual association 9. Not disturbed by noisy

10. Bad in memorizing verbal instruction 11. reading speed and diligent

12. Learn better by reading than listen to someone. 13. Need whole vision and objective

14. Taking notes during in phone call.

15. Forgetting to send the verbal message to others 16. Giving short answer for each question.

17. Prefer doing demonstration than speech. 18. Prefer art than music.23

In conclusion, visual learning style is students’ preferences in how they use their abilities of acquiring, using and thinking about knowledge on visual sense.

2. Auditory Learning Style

What is auditory learning style? How can we define auditory learning style? How can auditory learners receive and process the knowledge in teaching learning process? To answer all these questions, the writer tries to discuss in this sub chapter.

Oxford Advance Learner’s Dictionary defines auditory means connected with hearing.24

Auditory learning is a learning style in which a person learns through listening. They may struggle to understand a chapter they've read, but then

________________

Bobby De Porter and Mike Hernacki, Quantum Learning–Membiasakan Belajar Nyaman dan Menyenangkan, (Bandung: Kaifia, 2000)Trans Mizan Team, 7thEd, p.116.

Sally Wehmeier (eds), Oxford Advance Learner’s Dictionary, (New York: Oxford University Press, 2005), 7thedition, p.86.

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14 experience a full understanding as they listen to the class lecture. An auditory learner may benefit by using the speech recogn ition tool.25

Auditory learners may have a knack for ascertaining the true meaning of someone's words by listening to audible signals like changes in tone. When memorizing a phone number, an auditory learner will say it out loud and then remember how it sounded to recall it.

Auditory learners must be able to hear what is being said in order to understand and may have difficulty with instructions that are written. They also use their listening and repeating skills to sort through the information that is sent to them.

For many of us, auditory learning style preferences result from the kind of processing their brain to receive and to process the knowledge. There is a proverb said that to be fond of learning is to be near the knowledge. But to be near the knowledge, auditory learner involves in teaching learning process through their sense of hearing and their brain.26

For instance, auditory learner in receiving and processing the knowledge was using not only their sense of hearing but also their right brain. right brain process for auditory learner is tends to concentrate more on the processing of information in nonverbal domains, such as the understanding of spatial relationships, recognition of patterns and drawings, music and emotional expression. Consequently, students who naturally tend toward right brain process might prefer auditory learning style.27

Statement above was emphasized by the auditory learners’ characteristic such as read to their self out loud, not be afrai d to speak in class, enjoy music, be good at grammar and foreign language, follow spoken directions well, h ave trouble keeping quiet for long periods , enjoy acting being on stage.28

________________ 25

http://en.wikipedia.org/wiki/Auditory_learning

Susan Shreen,Self Access, (Oxford: Oxford University Press, 1989), p. 6.

Myra Pollack S and David Miller S, Teachers, Schools, and Societies, ( New York: Mc Graw Hill, 2005), p.37

Myra Pollack S and David Miller S, Teachers, Schools, and Societies, ( New York: Mc Graw Hill, 2005), p.38

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RESEARCH METHODOLOGY

A. The Objective of the Research

In doing this research, the writer tries to have the objectives reason to be used, it can be seen as follows:

1. To figure out the students’ learning styles and its’ differentiation on English achievement.

2. To compare the difference on the students’ English achievement based on their visual and auditory learning styles.

3. To know what to extent students’ learning style contribution to the English Achievement.

B. The Place and Time of the Research

This Skripsi was conducted at SMA Negeri 1 Sepatan that is located on Jalan KH. Hasyim Asyhari Km.1 Sepatan Tangerang D istrict. The research was done on May 5 to June, 5 2010.

C. The Method of the Research

In doing this research, the writer used an ex post facto method through comparison technique. From this research, the writer figure s out the data by using variables of the research. The independent variable of the research is students’

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16 learning styles as X variable and the dependent variable of the research is students’ English achievement as Y variable.

D. The Population and Sample

In thisSkripsi,the writer took the population of the second grade stu dents SMA N 1 Sepatan Tangerang 2009/2010 academic years includes four classes of Social Science Program and three classes of Natural Science Program .

Table 3.1

Numbers of Students at Second Grade SMA Negeri 1 Sepatan 2009/2010 Academic Years

CLASS STUDENTS

MEN WOMEN TOTAL

XI S 1 17 22 39

XI S2 20 20 40

XI S3 18 21 39

XI S4 16 21 37

XI A1 15 24 39

XI A2 12 27 39

XI A3 15 23 38

TOTAL 113 158 271

Source: TU SMA NEGERI 1 Sepatan.

From the population above, the writer, then, chose 30 students from whole class by using sampling stratified technique; the population is stratified into its subpopulation, with considering random number table to get the sample of research (see appendix).

The steps to select the sample are arranged as fo llow:

1. Analyzing the questionnaire to determine the learning styles. Then make strata of each style.

2. Grouping the strata of style into two parts; auditory learning style and visual learning style.

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3. Chosen sample for each strata or group was done by using Random Number Table.

E. The Instrumentation

The instrument of research was used by the writer in collecting data is a questionnaire which is formulated and designed based on the indicators of the variables.

The writer quotes the questionnaire from Joy M Reid in Understanding Learning Styles in the Second Language Classroom. The questionnaire consists 30 items in the Likert Scale Form; a scale with a number of points or spaces, usually at least three but no more than seven (see appendixes).

The illustration of questionnaire can be seen as follows: 1. Students’ Learning Style

a. conceptual definition

Learningstyle is students’ preferences in how they use their abilities of acquiring, using and thinking about knowledge.

b. operational definition

Learning styles is the scores that the samples obtained after they answered questionnaire items about learning styles, for following indicators; Audio Learning Style an d Visual Learning Style.

Each statement of questionnaire has four options and different point of each option; strongly agree has four points, agree has three points, disagree has two points, strongly disagree has one points by considering likert scale of questionnaire (see appendixes).

c. Specification of instrument

The instrument consists of 30 items about students’ learning styles that

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18 Table 3.2

Learning Styles Questionnaire Key Number

Number Indicator Total Key Number

1 Audio Learning Style 15 1, 6, 7, 8, 10, 15, 16, 18, 20, 21, 22, 25, 26, 27, 30

2 Visual Learning Style 15 2, 3, 4, 5, 9, 11, 12, 13, 14, 17, 19, 23, 24, 28, 29

Total Items 30

2. English Achievement a. conceptual definition

English achievement is the scores that students obtained in learning English after they have followed Teaching and Learning Process in particular time.

b. operational definition

English achievement is the competence involves knowledge, attitude and psychomotor skill that students obtained after they followed Teaching and Learning Process in particul ar of time and the writer used the document score the result of final test of fourth semester 2009/2010 academic years.

F. The Technique of Collecting the Data

The first step in doing the research to collect the data, the writer distributed a students’ learning styles questionnaire to the respondents. Then, the writer used the document score the result of final test of fourth semester 2009/2010 academic years.

G. The Technique of Data Analysis

In analyzing the data, the writer used the compariso n technique; by using t- test formula to make comparison between auditory and visual based on English achievement which is sample uncorrelated each other. The sample of the research

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is derived from the population of research, includes auditory learning style and visual learning style by selecting them using random number table. Then make comparison in English achievement both learning styles using t - test formula as follows:

SE

M

t

My Mx

y x o

  

t

o : Comparison coefficient of variable x and variable y

M

x : Mean Score of variable x

M

y : Mean Score of variable y

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CHAPTER IV

RESEARCH FINDING

A. Description of Data

The writer conducted a research about two major student learning styles and the comparison with both of it on their achievement in English, and analyzed the data of research in order to figure out between two variables on the research; visual learning style and auditory learning style.

To know the result of students’ learning styles, the writer doing research by giving questionnaire to the respondents. Meanwhile, the result of the students’

English achievement, the writer use document of final test score in the fourth semester 2009/2010 academic year.

The result of students’ learning style; visual learning style and auditory learning style through their English achievement will be explained as follows:

The writer giving students’ learning styles questionaire to 271 populations of

research, then analizing the result of questionaire to determine students’ learning

styles. After calculating the result of questionaire is gained 140 students in auditory style and 131 students in visual styles. Furthermore, students’ learning styles in auditory and visual could be seen in appendix.

Then the samples are chosen by using sampling stratified technique in random numbers table by considering the whole population in 140 students in auditory style and 131 students in visual style. After considering the table random

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21 numbers, 30 samples is gotten between auditory learning style and visual learning style.

Table 4.1

Score of Auditory Learning Style and Visual Learning Style

NO NAME OF SAMPLES SCORE

01 STUDENT 1 82

02 STUDENT 2 76

03 STUDENT 3 79

04 STUDENT 4 77

05 STUDENT 5 70

06 STUDENT 6 74

07 STUDENT 7 86

08 STUDENT 8 82

09 STUDENT 9 71

10 STUDENT 10 79

11 STUDENT 11 85

12 STUDENT 12 80

13 STUDENT 13 83

14 STUDENT 14 79

15 STUDENT 15 75

16 STUDENT 16 75

17 STUDENT 17 88

18 STUDENT 18 76

19 STUDENT 19 81

20 STUDENT 20 71

21 STUDENT 21 69

22 STUDENT 22 69

23 STUDENT 23 81

24 STUDENT 24 84

25 STUDENT 25 79

26 STUDENT 26 77

27 STUDENT 27 88

28 STUDENT 28 78

29 STUDENT 29 88

30 STUDENT 30 74

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22 To find how English achievement in both styles is and how the difference between both styles is, the writer analyzed the documentation of final test scores.

Table 4.2

Score of English Final Test

NO NAME OF SAMPLES SCORE

1 STUDENT 1 68

2 STUDENT 2 67

3 STUDENT 3 85

4 STUDENT 4 68

5 STUDENT 5 65

6 STUDENT 6 68

7 STUDENT 7 75

8 STUDENT 8 73

9 STUDENT 9 69

10 STUDENT 10 90

11 STUDENT 11 75

12 STUDENT 12 65

13 STUDENT 13 73

14 STUDENT 14 69

15 STUDENT 15 69

16 STUDENT 16 65

17 STUDENT 17 88

18 STUDENT 18 90

19 STUDENT 19 75

20 STUDENT 20 83

21 STUDENT 21 78

22 STUDENT 22 78

23 STUDENT 23 68

24 STUDENT 24 85

25 STUDENT 25 68

26 STUDENT 26 75

27 STUDENT 27 72

28 STUDENT 28 70

29 STUDENT 29 78

30 STUDENT 30 65

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B. The Analysis of Data

The next step after scoring each variable; students’ visual learning style and

students’ auditory learning style, and English achievement both students’ learning style, the writer calculate the data to be analyzed using t-test formula.

To gain the formula of the data using comparison index of t-test, the writer was formulating the table first by considering following steps:

Table 4.3

Computation of the Mean, Standard Deviation and Standard Error Score

MX MY x y X2 y2

X Y

82 68 78,5 73,9 3,5 -5,9 12,02 34,81 76 67 78,5 73,9 -2,5 -6,9 6,42 47,61 79 85 78,5 73,9 0,5 11,1 0,22 123,21 77 68 78,5 73,9 -1,5 -5,9 2,35 34,81 70 65 78,5 73,9 -8,5 -8,9 72,82 79,21 74 68 78,5 73,9 -4,5 -5,9 20,55 34,81

86 75 78,5 73,9 7,5 1,1 55,75 1,21

82 73 78,5 73,9 3,5 -0,9 12,02 0,81 71 69 78,5 73,9 -7,5 -4,9 56,75 24,01 79 90 78,5 73,9 0,5 16,1 0,22 259,21

85 75 78,5 73,9 6,5 1,1 41,82 1,21

80 65 78,5 73,9 1,5 -8,9 2,15 79,21 83 73 78,5 73,9 4,5 -0,9 19,95 0,81 79 69 78,5 73,9 0,5 -4,9 0,22 24,01 75 69 78,5 73,9 -3,5 -4,9 12,48 24,01 75 65 78,5 73,9 -3,5 -8,9 12,48 79,21 88 88 78,5 73,9 9,5 14,1 89,62 198,81 76 90 78,5 73,9 -2,5 16,1 6,42 259,21

81 75 78,5 73,9 2,5 1,1 6,08 1,21

71 83 78,5 73,9 -7,5 9,1 56,75 82,81 69 78 78,5 73,9 -9,5 4,1 90,88 16,81 69 78 78,5 73,9 -9,5 4,1 90,88 16,81 81 68 78,5 73,9 2,5 -5,9 6,08 34,81 84 85 78,5 73,9 5,5 11,1 29,88 123,21

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24 79 68 78,5 73,9 0,5 -5,9 0,22 34,81

77 75 78,5 73,9 -1,5 1,1 2,35 1,21

88 72 78,5 73,9 9,5 -1,9 89,62 3,61 78 70 78,5 73,9 -0,5 -3,9 0,28 15,21 88 78 78,5 73,9 9,5 4,1 89,62 16,81 74 65 78,5 73,9 -4,5 -8,9 20,55 79,21

2356 2217 78,5 73,9 0,0 0,0 907 1733

ΣX ΣY ΣX/N ΣY/N Σx Σy Σx2 _Σy2

From the table above we can get several formulas to input in gaining the next

formula such as ΣX is 2356, ΣY is 2217, Σx2 is 907, and Σy2 is 1733.

Determining Standard Deviation variable X and Variable Y using following formula:

Standard Deviation variable X:

Standard Deviation variable Y:

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25 Then, the next step to gain the Standard Error both variables, the writer use formula SEx and SEy as follow:

Standard Error variable X:

Standard Error variable Y:

Furthermore, the next step is determining formula of differentiation between SEx and SEy using formula as follow:

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26 To analyze how the difference between auditory style and visual style in English achievement is, either there is a significant difference or not, researcher using t-test method. The calculating of t-test is as follow:

C. The Interpretation of Data

From the result of the calculation, indicates that the value of to is 2.64 and the

value degree of freedom as follow:

By considering the table of significance in appendix, the value of 28 df in 5% scale is 2.048. As we know on the previous discussion, the value of to is 2.64, then,

by considering t table 5%, the value of tratio is bigger than ttable, that is tratio = 2.64 > ttable = 2.048, it shows that there is a significant differentiation between students’

visual learning style and Students’ auditory learning style in English learning achievement.

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CONCLUSION AND SUGGESTION

A. CONCLUSION

In this skripsi, the writer has outlined how visual learner and auditory learner based on their English achievement. Each of students has preferences in how they use their abilities of acquiring, using and thinking about knowledge in English achievement. The writer finds that English achievement in visual learner is lower than English achievement in audio learner. It can be seen on the result of classification their learning styles for English achievement by using table of random in determining visual learner and auditory learner as a sample of the research, score of English achievement in visual learner is 949 and score of English achievement in auditory learner is 1268.

After analyzing the data by using t -test at the level of significance (_{) 0.05, is} got to is bigger than tt, that is to = 2.64 > tt = 2.048, it shows that there is a significant difference between visual learner and auditory learner based on English achievement.

It can be concluded that students’ auditory learning style and students’ visual learning style could give great contribution through English achievement, by considering intelligence, emotion, environment, the teacher, healthy, school building in whichinfluence students’ achievement in English.

(34)

B. SUGGESTION

This research describes English achievement in visual learner and auditory learner. Based on the result of this research, the writer has the recommendation as follows:

1. In teaching learning process, teacher should have considered for the materials,

assignments, and another activity, which is appropriate with the students’ ability.

2. Using learning tool kits, such as media, slide presentation, pi cture, is better

implemented in visual learner because teacher will be easier in managing the

class and contribute visual learner’s needs. Meanwhile, auditory learner would

be easier involve in teaching learning process when the teacher using sounds

recorder such as tape, radio, etc.

3. Visual learner and auditory learner have a great contribution on English

achievement, when the teacher considered their needs in teaching learning

process. Although it is hard to make decision who is visual learner and

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http://en.wikipedia.org/wiki/transitive_verb downloads on Friday, 19th June 2009 on 08:00 am

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(1)

26 To analyze how the difference between auditory style and visual style in

English achievement is, either there is a significant difference or not, researcher

using t-test method. The calculating of t-test is as follow:

C. The Interpretation of Data

From the result of the calculation, indicates that the value of

t

is 2.64 and the

value degree of freedom as follow:

By considering the table of significance in appendix, the value of 28

df

in 5%

scale is 2.048

As we know on the previous discussion, the value of

t

is 2.64, then,

by considering t table 5%, the value of t

ratio

is bigger than t

table

, that is t

ratio

= 2.64

> t

table

= 2.048, it shows that there is a significant differentiation between

students’

visual learning style and Students’ auditory learning style

in English learning

achievement.

(2)

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

After analyzing the data by using t -test at the level of significance (_{) 0.05, is}

got to is bigger than tt, that is to = 2.64 > tt = 2.048, it shows that there is a significant difference between visual learner and auditory learner based on English achievement.

It can be concluded that students’ auditory learning style and students’

visual learning style could give great contribution through English achievement, by considering intelligence, emotion, environment, the teacher, healthy, school building in whichinfluence students’ achievement in English.

(3)

B. SUGGESTION

This research describes English achievement in visual learner and auditory learner. Based on the result of this research, the writer has the recommendation as follows:

1. In teaching learning process, teacher should have considered for the materials,

assignments, and another activity, which is appropriate with the students’

ability.

2. Using learning tool kits, such as media, slide presentation, pi cture, is better implemented in visual learner because teacher will be easier in managing the

class and contribute visual learner’s needs. Meanwhile, auditory learner would

be easier involve in teaching learning process when the teacher using sounds recorder such as tape, radio, etc.

(4)

BIBLIOGRAPHY