Visual Learning Style The Understanding of Learning Style

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 ________________ 17 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.37. 18 http:712educators.about.comodlearningstylespvisual_learner.htm 19 Hayadin, Peta Masa Depanku, Jakarta:PT. Elsas, 2005, p. 224 20 Margaret E Bell, Belajar dan Membelajarkan , Jakarta: Raja Grafindo Persada, 1994, p.238. 21 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.37. 22 Joy M. Reid, Understanding Learning Styles in the Second Language Classroom , New Jersey: Prentice Hall Regents, 1998, p.16 3 13 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 theyve read, but then ________________ 23 Bobby De Porter and Mike Hernacki, Quantum Learning – Membiasakan Belajar Nyaman dan Menyenangkan, Bandung: Kaifia, 2000Trans Mizan Team, 7 th Ed, p.116. 24 Sally Wehmeier eds, Oxford Advance Learner’s Dictionary , New York: Oxford University Press, 2005, 7 th edition, p.86. 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 someones 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.orgwikiAuditory_learning 26 Susan Shreen, Self Access, Oxford: Oxford University Press, 1989, p. 6. 27 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.37 28 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.38