IDENTIFYING THE USE OF READING LEARNING STRATEGIES IN RELATION TO LEARNING STYLES

i ABSTRACT

IDENTIFYING THE USE OF READING LEARNING STRATEGIES IN RELATION TO LEARNING STYLES

Melati Dwi Anda Syaputri

Learning styles of learners usually influence the learning process of language. Based on my experiences, not all the teachers considered their learners’ learning style. Some teachers only used the techniques based on their styles without considering their learners’ styles in processing the knowledge in learning process. However, the learning process sometimes was not effective. Not only learning styles, but also learning strategies are needed in order to learn more effectively in learning process. Unfortunately, most of learners do not use the strategies effectively in learning, especially in learning reading, so that sometimes learners find difficulty in the learning process. However, in learning English reading, each learner may have various learning strategies. Different learner may use different learning strategies to help them in learning process.

This research was aimed at finding out learning styles and the strategies used by learners with different learning styles in learning English reading. This research was a quantitative study and was conducted to 32 learners in first grade of SMAN 3. In collecting data, the researcher gave two questionnaires to measure learning styles, whether they belonged to Visual, Auditory, or Kinesthetic styles, and reading learning strategies, whether they used cognitive, metacognitive, and social strategies. After that, the data were analized using ANOVA.

The results showed that (1) the learners which were grouped under kinesthetic was found 15 learners (46,88%), visual was 9 learners (28,12%) and auditory was 8 learners (25%), (2) visual learners mostly used cognitive strategy, kinesthetic learners and auditory learners mostly used social strategy in learning reading. Then, all learners used metacognitive as the second preference of strategy.

SMAN 3 BANDAR LAMPUNG

By

MELATI DWI ANDA SYAPUTRI

A Script

Submitted in a Partial Fulfillment of The Requirment For S-1 Degree

in

Language and Arts Education Department Faculty of Teacher Training and Education

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2015

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CURRICULUM VITAE

The writer was born on June 2nd, 1992 in Bandar Lampung. She is the second child of four children from the happy couple Mr. Syaparudin, S.E. and Mrs. Andasia Malyana, S.Pd.,M.Pd.

The writer started her education from kindergarten at TK Dwi Tunggal Bandar Lampung in 1998. After that, she continued her study at SDN 2 Rawa Laut Bandar Lampung in 1999. Then, in 2005 she entered SMPN 1 Bandar lampung and in 2008 she continued her study at SMAN 1 Bandar Lampung. After she had succeeded to pass the National Examination in 2011, she was accepted at English Study Program of Lampung University. She conducted the Teacher Training Program (PPL) at SMPN 3 Pesisir Utara, Pesisir Barat from July to September.

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DEDICATION

This script is dedicated to: My beloved parents

Syaparudin, S.E and Andasia Malyana, M.Pd.

My beloved brother and sisters dr. Chintya Mutiara Sari

Tri Zella Setyanda Habib Tunas Dermawan

My beloved niece and brother in law Ravanza Langit Pirnando

Aan Pirnando, S.T.

My beloved partners in life and best friends

Ferdian Muhammad, Aulia Afifah Junaidi, Firma Pradesta Amanah, Hilda Ardila, Nifia Anda Ningrum, Raissa Utami Putri, Tika Yekti, Zakiyah

My beloved partners of English Society UNILA

My beloved lecturers of English Study Program

vi MOTTO

A real dreamer not only prays to make her dreams come true, but also sets a package of plans and checks a list of actions

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ACKNOWLEDGEMENTS

Alhamdulillahirobbil ‘alamin, Praise is merely to the Almighty Allah SWT for the gracious mercy and tremendous blessing that enables the writer to accomplish this paper entitled: Identifying the Use of Reading Learning Strategies as EFL in Relation to Learning Styles at First Grade of SMAN 3 Bandar Lampung. This paper is presented to fulfill one of the requirements in accomplishing S-1 Degree in English Education Study Program, Teacher Training and Education Faculty, the University of Lampung.

It is important to be known that this research would never come into existence without any supports, encouragements and assistances by several generous people. Therefore, in this occasion the writer would like to express her sincere gratitude and deep respect to Prof.Ag. Bambang Setiyadi, M.A., Ph.D., as her first advisor, for his support, ideas, and suggestions for the writer during the bachelor thesis process. Her appreciation is also due to her second advisor Drs. Sudirman, M.Pd. who gave her all facilities in finishing this research. The writer also would like to express her deep gratitude to her inspiring examiner, H. M. Ujang Suparman, M.A.,Ph.D. who has given his suggestions and criticism as well as his constructive ideas in improving the content of this paper.

The greatest honor and appreciation would be finally dedicated to her beloved parents, her father Syaparudin, S.E. and her mother Andasia Malyana, M.Pd. It is truly undoubted that loves, cares, spirits, motivation, patience and willingness to wait for her graduation and timeless prayers during days and nights are everything for her. Her sincere thanks and love are also dedicated to her beloved big family of Abu Hasan, sisters, brother, brother in law, and her lovely niece: dr. Chintya Mutiara Sari and Tri Zella Setyanda, Habib Tunas Dermawan, Aan Pirnando, and Ravanza Langit Pirnando, thank you so much for all prays and supports from my deepest heart to you all.

The writer would also address her appreciation to her beloved best friends who always pray, motivate, care, help, share, and become the best sisters for her, (Glaze) Aulia Afifah Junaidi, Firma Pradesta Amanah, Nifia Anda Ningrum, Raissa Utami Putri, Tika Yekti, Zakiyah and especially for Ferdian Muhammad who always prays, motivates, accompanies, and becomes her partner to finish this research. Furthermore, the writer would also thank to English Society and all the members who gave her some opportunities in joining storytelling competitions in national events and entrusted her as the head of public relations and the adjudicator for storytelling competition in some events of English Competitions,

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Hopefully this paper can give benefits to the readers and those who want to carry out further research.

Bandar Lampung, 07 Mei 2015

viii

TABLE OF CONTENTS

Page

ABSTRACT ………. i

CURRICULUM VITAE ………. ii

DEDICATION ……….. iii

MOTTO ……… iv

ACKNOWLEDGEMENTS ………. v

TABLE OF CONTENTS ………... vii

TABLE ……….. ix

FIGURE ………. x

APPENDICES ………... xi

I. INTRODUCTION 1.1. Background of the Problem ……….. 1

1.2. Research Questions ………... 5

1.3. Objectives ………... 5

1.4. Uses ………... 5

1.5. Scope ………. 6

1.6. Definition of Terms ………... 6

II. LITERATURE REVIEW 2.1. Review of Previous Studies ………... 8

2.1.1. Previous Studies of Learning Strategies …..………. 8

2.1.2. Previous Studies of Learning Styles...………... 10

2.2. Language Learning Strategies...………... 12

2.3.1. Cognitive Strategy ……….... 14

2.3.2. Metacognitive Strategy ………. 15

2.3.3. Social Strategy ……….. 17

2.3. Learning Styles ...………... 19

2.4. Reading ……….. 24

2.5. Learning Strategy in Reading ………... 25

2.6. Rule of Learning styles in Using Reading Learning Strategies……….. 29

2.7. Theoritical Assumption ………. 31

2.8. Hypotheses ……….... 32

III. RESEARCH METHOD 3.1. Research Design ……… 34

3.2. Population and Sample……….... 35

3.3. Data Collecting Techniques………. 35

viii

3.6.1. Validity ………. 41 3.6.2. Reliability ………. 44 3.7. DataAnalysis………... 46 3.8. Hypothesis Testing ………..………... 47 IV. RESULTS AND DISCUSSIONS

4.1. Results of the Research ………... ... 50 4.1.1. Types of Learners’ Learning Styles Resulted from

Questionnaire ... ... 50 4.1.2. The Strategies Used by Learners with Different

Learning Styles in Learning English Reading as EFL ... ... 52 4.2. Discussions of the Research ………... ... 54 4.2.1. Types of Learners’ Learning Styles ... ... 55 4.2.2. The Strategies Used by Learners with Different

Learning Styles in Learning English Reading as EFL ... ... 60 V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions ……….. 68

5.2. Suggestion ……… 71

REFERENCES ……… 73

viii TABLES

Table Page

1. Table of Specification of Learning Styles in Questionnaire ...43 2. Result of Cronbach’s Alpha Reliability Statistics ...45 3. Result of ANOVA ...53

viii APPENDICES

Appendix Page

1. Visual, Auditory, Kinesthetic Learning Styles Self-Assessment

Questionnaire ... 78

2. Language Learning Strategies Questionnaire (LLSQ)... 82

3. Language Learning Strategies Questionnaire (LLSQ) Answer Sheet ... 84

4. Visual, Auditory, Kinesthetic Learning Styles Self-Assessment Questionnaire Indonesian/Translation Version ... 85

5. Language Learning Strategies Questionnaire (LLSQ) Indonesian/Translation Version ... 89

6. Learning Styles Questionnaire Answers ... 91

7. Validity Judgement (Interrater Validity) ... 93

8. Reliability of Learning Styles Questionnaire ... 114

9. Learning Strategies Questionnaire Answers ... 116

10. Means of Learning Strategies in Reading ... 117

11. Descriptives of ANOVA ... 118

12. Learning Strategies in Reading ... 120

13. Sample of Visual Learner Questionnaire Answer ... 121

14. Sample of Visual Learner’s answers in Using Learning Strategies in Reading ... 125

15. Sample of Auditory Learner Questionnaire Answer ... 126

16. Sample of Auditory Learner’s answers in Using Learning Strategies in Reading ... 130

17. Sample of Kinesthetic Learner Questionnaire Answer ... 131

18. Sample of Kinesthetic Learner’s answers in Using Learning Strategies in Reading ... 135

19. Surat Izin Penelitian ... 136

viii FIGURE

Figure Page

1. Learners’ Learning Styles ...51 2. Means Plot of the Use of Learning Strategy in Reading in Relation

I.INTRODUCTION

This chapter presents background of the problem, research questions, objectives, uses, scope, and definition of terms, clarified as the followings.

1.1. Background of the Problem

Learning strategies are needed in order to learn more effectively in learning process. Wenden (1990) stated that language learning strategy refers to language learning behaviors that learners actually engage in to learn and regulate the learning of second or foreign language. She also points out that a learner who uses learning strategy becomes more effective learner. Unfortunately, based on my experiences, most of learners did not use the strategies effectively in learning, so that sometimes learners found the difficulty in the learning process. Especially in learning reading, as one of complex skills in learning English as a foreign language, the learners need some strategies to help them master the skill. As Fedderholdt (1997:1) mentions that the language learners who are capable of using a wide variety of language learning strategies appropriately can improve his/her language skills in better way. However, each learner had various learning strategies. Different learner used different learning strategies. Though the diversity of learning strategies used appears in learning English reading, it was definitely stated that learners needed to be aware of choosing appropriate and effective

strategies so that learners could successfully learn this. The success or failure in learning English reading may be caused from the learning strategies which are used by learners.

In addition, there are three main categories of language learning strategies that can be used in learning English reading: cognitive, metacognitive, and social (Setiyadi, 2011). The cognitive processes include all activities related to mental processing. In relation to language learning strategies, the cognitive category may include all activities that take place in the brain in order to acquire a foreign language (Setiyadi, 2011). However, Wenden and Rubin (1990) quoted that metacognitive learning strategies involve thinking about the learning process, planning for learning, monitoring of learning while it is taking place and self-evaluation of learning after the learning activity. Furthermore, Stratton and Hays (1988) define social psychology as the branch of psychology which is particularly concerned with the nature and from social interaction and how people come to

influence one another’s behavior.

Not only learning strategies, but also learning styles are needed to be considerred. Learning styles usually influence the learning process. Learning style is the way in which a person learns and gains knowledge or skills. It is commonly recognized that people learn and process information in very different ways. Moreover based on my experiences, not all the teachers considered about their learners’ learning styles. The researcher interviewed one of English teacher about how the learning process at SMAN 3 Bandar Lampung are. She said that the students were not

interesting with learning reading. They did not like to read a lot. However, when the teacher gave them a reading task, they found the difficulty with this. Then, the researcher realized from imformal interview that the teacher was lack of awarness of her students learning styles in learning. The teachers usually taught the learners in a common way, for example they only explain the materials by reading the book or writing the explanation on the whiteboard. In addition, some teachers only used the techniques based on their styles without considering their learners’ styles in processing the knowledge in learning process. However, the learning process sometimes was not effective. Since the learners has their own unique and styles in learning and processing the knowledge in learning process, so that it is important for the teachers to consider what the learners’ styles in learning are.

Learning styles can be very helpful and beneficial to the learners in becoming more focused and attentive learners that will increase educational process. There are three kinds of learning styles: visual, auditory, and kinethetic. Visual learners learn by interpreting charts, graph, and pictures, auditory learners tend to attain information by discussing and listening, and kinesthetic learners are more accepting learning based on behavior such as touch, feel, see, and listen (DePorter and Hernacky, 1999). No learning style is either better or worse than another, since each style has similar intelligence range. However, every learner with different learning styles will use different strategies in learning English reading as a foreign language. His/her style influence the preference of learning strategies use in learning English reading. Gavin Reid (2005) stated that some visual learners learn best by reading texts or writing down notes from what they read,

some auditory learners prefer to learn by hearing what they want to learn, and some kinesthetic learners prefer to learn by moving and doing.

Based on the description above, the researcher assumed that using language learning strategies was important for learners in learning English reading, because the successful of learning English reading as a foreign language might depend on what and how learning strategies applied by learners. Besides, in learning reading the learners usually used different strategies for example cognitive, metacognitive, or social strategy. Some learners used cognitive strategy such as summarize to understand what they had read, some learners used metacognitive strategy such as recheck their understanding by reading again what they had read, then the other learners used social strategy such as read task by discussing with their friends. Then, every learner had different learning styles in learning English as foreign language, for example learners preferred to learn something through listening, some others liked to learn something through reading, and the others liked to move and do something to learn new things. It was important for the teachers to consider what learning styles that the learners belonged to so that it could help them chose appropriate techniques based on their styles and the learning process would be more effective. Referring to these, this present study was aimed at finding out learners’ learning styles and the strategies used by learners with different learning styles in learning English reading as EFL at the first grade of SMAN 3 Bandar Lampung.

1.2. Research Questions

Based on the background above, the writer decided to formulate the research questions as follows:

1. What are learners’ learning styles in learning English reading at the first grade of SMAN 3 Bandar Lampung?

2. How do the learners with different learning styles use learning strategies in learning English reading as EFL at the first grade of SMAN 3 Bandar Lampung?

1.3. Objectives

The objectives of this present study were to:

1. Find out learners’ learning styles in learning English reading at the first grade of SMAN 3 Bandar Lampung.

2. Find out the strategies used by learners with different learning styles in learning English reading as EFL at the first grade of SMAN 3 Bandar Lampung.

1.4. Uses

The uses of this research were:

1. Theoretically, this present research can be used to evaluate and to extend finding from previous research and be used as a reference for further research of learning styles and learning strategies.

2. Practically, this present research can be used to give English teachers a consideration about the importance of applying proper learning strategies

based on their learners’ learning styles, especially in receptive skill (reading).

1.5. Scope

This research was a quantitative study. It was conducted at the first grade learners of SMAN 3 Bandar Lampung which consisted of 32 learners in academic year 2014/2015. The researcher determined the sample by using simple random sampling and chose one class by using lottery as the sample. The learners received two kinds of questionnaire. The first questionnaire was about learning styles to

find out the learners’ learning style in learning English as foreign language. In this study, the researcher only focused on learning styles based on DePorter and Hernacky (1999). The styles were visual style, auditory style, and kinesthetic style. After that, the learners received the second questionnaire of reading learning strategies to find out the learners’ learning strategies in learning English reading as an EFL. The researcher only focused on three kinds of learning strategies based on Setiyadi (2011). They were cognitive, metacognitive, or social strategy. This present study was aimed at finding out learners’ learning styles and the strategies used by learners with different learning styles in learning English reading as EFL at the first grade of SMAN 3 Bandar Lampung.

1.6. Definition of Terms

In this research, there are several definitions of terms that should be considered well as follows:

a) Learning Strategy refers to the learners’ actions, skills, or tools to help them remember things better or to do tasks more efficiently.

b) Cognitive strategy may include all activities that take place in the brain in order to acquire a foreign language (Setiyadi, 2011).

c) Metacognitive strategy is learning strategies involve thinking about the learning process, planning for learning, monitoring of learning while it is taking place and self-evaluation of learning after the learning activity (Wenden and Rubin, 1990).

d) Social strategy defines social psychology as the branch of psychology which is particularly concerned with the nature and from social interaction (Stratton and Hays, 1988).

e) Learning style is the way in which a person learns and gains knowledge or skills in all knowledge.

f) Visual style is a style which learners effectively learn by reading, seeing something, interpreting charts, graph, and pictures.

g) Auditory style is a style which learners tend to attain information by discussing and listening.

h) Kinesthetic style is a style which learners learn more towards accepting learning based on behavior such as touch, feel, see, and listen.

i) Reading is an interactive process between reader and a text which leads to automatist. It means that readers should find the passage to get the information.

II. LITERATURE REVIEW

This chapter reviews some previous studies of learning strategies and learning styles, and some theories that used to support the research such as language learning strategies, learning styles, reading, learning strategies in reading, rule of learning styles in using reading learning strategies, theoretical assumptions, and hypotheses.

2.1.Review of Previous Studies

This section reviewed some previous studies of learning styles and learning strategies.

2.1.1. Previous Studies of Learning Strategies

In the study of Naiman et al. (1978), interviews were conducted to collect data.

There were 34 learners who were interviewed informally. The Naiman et al.’s

study (1978) is also one of the striking studies on language learning strategies. This study focused on the strategies successful language learners used in learning a second language. Their study revealed that good language learners used at least five common strategies. The first is called the active task approach, in which good language learners actively involve themselves in the language learning task. The second strategy is the realization of language as a system. In the second strategy, good language learners develop or exploit an awareness of language as a system.

In the third strategy, which is called the realization of language as a means of communication and instruction, good language learners develop and exploit an awareness of language as a means of communication and interaction. The fourth strategy is management of affective demands. In this strategy, good language learners realize initially or with time that they must cope with affective demands made upon them by language learning and succeed in doing so. In the last strategy, monitoring of L2 performance, good language learners constantly revise their L2 system by testing their inferences.

Moreover, in Oxford and Nyikos study (1989), they emphasized variables affecting the choice of language learning strategies by university students in a conventional setting. Their study, which involved 1200 Foreign Language American students, was said to be the largest completed study of language learning strategies. In their study, language learning strategies are categorized into direct strategies and indirect strategies (Oxford and Nyikos, 1989). The direct strategies are subdivided into memory strategies, cognitive strategies, and compensation strategies. The indirect strategies are subdivided into metacognitive strategies, affective strategies, and social strategies. Furthermore, they also uncovered a mutual interrelationship between strategies and motivation. Not only does high motivatin lead to significant use of language learning strategies, but high strategy use probably leads to high motivation as well.

In addition, the use of appropriate strategies leads to enhance actual and perceived proficiency, which in turns creates high self esteem, which leads to strong

motivation, spiraling to still more use of strategies, great actual and perceived proficiency, high self-esteem, improved motivation. When viewed in light of this chain of variables, self-perception, of language proficiency can be either effect or causes of strategy use (Oxford and Nyikos, 1989: 295).

Based on the previous studies above, there were some experts had done the research of the use of learning strategies among foreign language learners in the university. Moreover, the researcher identified the use of learning strategies in learning reading as EFL at SMAN 3 Bandar Lampung which the learners were also foreign language learners. However, using language learning strategies were important for learners in learning English reading, because the success of learning English reading as a foreign language might depend on what and how learning strategies applied by learners. Besides, in learning reading the learners usually used different strategies for example cognitive, metacognitive, or social strategy. Furthermore, Setiyadi (2011) stated that some learners used cognitive strategy such as summarized to understand what they have read, some learners used metacognitive strategy such as rechecked their understanding by reading again what they had read, then the other learners used social strategy such as read task by discussing with their friends.

2.1.2. Previous Studies of Learning Styles

According to Riazi and Riasati (2007), in their study on learning style preferences of Iranian EFL learners, they found that these learners prefer to be actively engaged in class activities. They tended to have interactions with other learners in

the class. Then, they cited that every learner had their own style in learning process. Besides that, Reid (1987) cited that Chinese university learners (N = 90) studying in the USA prefer Kinesthetic and Tactile styles, and less prefer Group styles. Then, Melton (1990) found that Chinese (PRC) university learners (N= 331) favored Kinesthetic, Tactile and Individual styles, and disfavored Group styles. Joining in a group makes the learners easily in learning. Besides, Peacock (2001) had examined the learning style preferences of EFL and ESL learners. The results of these studies showed that learners prefer kinesthetic learning styles above others, whereas the teaching methods mostly suit auditory learners.

In addition, Kassaian (2007) investigated the effect of two types of teaching methods on the retention of unfamiliar words. Sixty-six university learners having either auditory or visual learning styles participated in teaching method environments which were either visual or aural. Data analyses indicated that: 1) the subjects with visual style of learning retained vocabulary items they had learned visually better than the items they had learned aurally, but the subjects with aural style of learning did not show better retention for items they had learned aurally, 2) all the subjects retained visually presented items better than aurally presented items in the immediate and delayed tests.

Reffering to the previous research above, there were some people had done the

research of identifying the classification of learners’ learning styles in learning

process at university level. However, the researcher did the same research at first grade of SMAN 3 Bandar Lampung to find out the learners learning styles. It was

important to know about learners’ learning styles, because it would help the

teacher to be more creative in choosing appropriate methods and techniques in teaching learning process. For examples, as DePorter and Hernacky (1999) said that auditory learners tend to attain information by discussing and listening. As another example, for visual style, the learners learn by interpreting charts, graph, and pictures. While in kinesthetic style, the learners are more toward accepting learning based on behavior such as touch, feel, see, and listen.

2.2. Language Learning Strategies

Having more varieties of learning strategies in language learning as foreign

language, can improve learners’ language abilities in the simple ways and effect

the improvement of learners’ achievement in language skills. As Fedderholdt (1997: 1) stated that the language learners who are capable of using a wide variety of language learning strategies appropriately can improve his/her language skills in better way. In addition, Rubin (1975) cited that good language learners use more and better learning strategies than poor language learners do. However, learners need the right strategic knowledge in order to become autonomous in their learning process. Wenden (1991a: 15) stated that in effect, successful or expert or intelligent learners have learned how to learn. They have acquired the

learning strategies and the knowledge about learning. Supported by Wenden, O’

Malley and Chamot (1996) had an overview of learning strategy training and find that more effective learners differed from less effective ones in their use of strategies. It means that the instruction of using effective learning strategies is

necessary to control their learning process before they become independent in their learning approach.

In addition, learning strategies are defined as specific actions, behaviors, steps, or techniques, such as seeking out conversation partners or giving oneself encouragement to tackle a difficult language task, used by learners to enhance their own learning (Scarcella and Oxford, 1992: 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self- regulation of learning. Moreover, having the knowledge about learning strategies, learners can facilitate their learning, response to their learning needs, and acquire the language better. In other word language learning strategies lead the learner to become self-directed or independent. Furthermore, Oxford (1990:8) stated that learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation. The use of appropriate language learning strategy often results in improving proficiency or achievement overall or specific skills area

In short, since there are many classifications of language learning strategies proposed, different researchers may have different taxonomies of language learning strategies. However, they actually reflect more or less the same

categorization. According to O’Malley (1985: 582-584), typical strategies are divided into three categories. They are metacognitive, cognitive, and social strategy. Besides, Setiyadi (2011) also stated that there are three main categories

of language learning strategies; cognitive category, metacognitive category, and social category.

2.2.1. Cognitive Strategy

O’Malley (1985: 582-584) stated that cognitive strategies are strategies which refer to the steps or operations used in learning or problem-solving that requires direct analysis, transformation, or synthesis of learning materials. Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself, for instance repetition, resourcing, translation, grouping, and note taking. Furthermore, the cognitive processes include all activities related to mental processing. In relation to language learning strategies, the cognitive category may include all activities that take place in the brain in order to acquire a foreign language. This category may include intelligent guessing, looking for patterns from sentences, inferencing, association, summarizing, grouping in the mind, deducting, imagery, and other mental processes (Setiyadi, 2011).

However, Fillmore (1979), O’Malley and Chamot (1990), and Oxford (1990a)

explicitly mentioned a cognitive category to classify some learning activities. They had different concepts of what cognitive strategies are. Fillmore stated that examples of cognitive strategy are (a) get some expressions you understand, and start talking, (b) make the most what you have got. It seemed that these were not mental processes that relate to language learning. Such processes were not

Oxford’s study. O’Malley and Chamot and Oxford classified learning strategies in different ways but they seemed to be similar in classifying learning processes

when they come to cognitive strategies. In Oxford’s model, guessing intelligently by using linguistic clues is similar to infer by using available information in

O’Malley and Chamot’s model. Memory strategy in Oxford’s model, which

includes creating mental linkages, applying images and reviewing, will be

included under the cognitive strategies in Setiyadi’s study since the processes

mentioned in the category of memory in Oxford’s model involve mental processing. Meanwhile, Wenden (1991a) also introduced cognitive strategies in her classification scheme. Cognitive strategies in her classification involved selecting and retrieving the information.

2.2.2. Metacognitive Strategy

O’Malley (1985: 582-584) stated that metacognitive strategies is a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed.

Metacognitive can be loosely defined as “thinking about one’s own thinking”.

More specifically, Metacognitive is an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the ability to make correct inferences about how

to apply one’s strategic knowledge to a particular situation, and to do so

efficiently and reliably (Peirce, 2003: 2). Learners who are able to identify suitable learning strategies in the proper situation are using metacognition. For

example, a student may understand that she/he has difficulty in finding the connection between important concepts within a story. If he/she has been taught to use a graphic organizer, such as a concept map, to identify the main concepts and link them together using lines, similar to a spider web, then that student has used metacognitive to complete the task (Nelson and Conner, 2008).

According to Oxford (1990) there are two major kinds of learning strategies: direct and indirect strategies. These two strategies are subdivided into total six groups (memory, cognitive, and comprehension under the direct strategies and metacognitive, affective, and social under indirect strategies), metacognitive means beyond, beside or with the cognitive. Therefore, metacognitive strategies are actions which go beyond purely cognitive devises, and which provide a way for learners to coordinate their own learning process. Moreover, Wenden and Rubin (1990) cited that metacognitive learning strategies refer to knowledge above cognition or executive control or self- management through such processes as planning, monitoring, and evaluating. They are used to oversee, regulate or self-directed language learning. The goal of this strategy teaches learners how to become purposeful, effective, and independent learners. Learners with metacognitive learning strategies can make plan for their studies. Learners without metacognitive learning strategies are essentially learners without directions and abilities to review their accomplishment, progress, and future learning direction.

2.2.3. Social Strategy

O’Malley (1985: 582-584) stated that social strategies are related to social-mediating activity and transacting with others. Cooperation and question for clarification are the main social strategies. Besides, Stratton and Hays (1988) defined social psychology as the branch of psychology which is particularly concerned with the nature and from social interaction and how people come to

influence one another’s behavior. Social category was investigated and explicitly

stated in studies conducted by Fillmore (1979). In the study by Fillmore (1979) there are three social strategies, namely joining a group, give the impressions- with a few well- chosen words- that you can speak the language, and count on your friends.

Furthermore, Politzer and Groarty (1985) classified the strategies under interacting with other outside the classroom, a category which contained 22 items.

The items within this group in Politzer and Groarty’s study seem to overlap with

those under the metacognitive and cognitive categories develop in another study. For example, the strategy do you sometimes correct yourself when you notice that you made a mistake?, which is a metacognitive strategy in the current study, is grouped under social strategies by Politzer and Groarty (1985). An example of a cognitive strategy develops in another study that is classified as social strategy in their study is can you often guess the meaning of what somebody said either from his/her expression or gestures? In addition, O’Malley (1985) also introduced the category of social strategy and classified it under a heading social mediation. In their study this group only contains one strategy, namely, cooperation (working

with one or more peers to obtain feedback, pool information, or model a language.

Different with O’Malley et al, Wenden (1991a) classified social strategy under

„retrieving information” of cognitive strategy. Moreover, Oxford (1990a)

actegorized the strategies into three categories, they are a) asking questions, b) cooperating with others and c) empathizing with others.

Referring to the explanations and classifications of learning strategies above, it can be concluded that learning strategy is a term that refers to particular thoughts and behaviors used in the purpose of attaining learning objectives independently. The thoughts and behaviors can be included in cognitive strategy, metacognitive strategy, and social strategy. In other words, cognitive strategy is strategy which uses cognitive processes in learning, like summarizing. Besides, looking thoroughly at the explanation before, it can briefly concluded that metacognitive learning strategies are the strategies which plays function as the decision- making

of one’s learning. There are four components of metacognitive strategies, namely planning before learning, managing the learning process, monitoring the learning process, and evaluating what has been learned. Then, social strategy deals with social activities involve in learning a second/foreign language, such as sharing ideas and thoughts to peers. They are very important for learners to gain their attention and energy on focusing to certain language task, activities skills, or materials in their language learning process. Different writers have classified similar processes into different categories. Some use the same terms for a category but they refer to different concepts, and some others refer to the same concepts with different terms.

2.3.Learning Styles

Learning styles are the general approaches, for example, global or analytic, auditory or visual, that learners use in acquiring a new language or in learning any other subject. These styles are the overall patterns that give general direction to learning behavior (Cornett, 1983: 9). Besides that, learning styles are the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others. Learning style

is defined in multiple ways, depending upon one’s perspective (Dunn and Griggs, 1988: 3). Moreover, Brown (2000) defined learning styles as the manner in which individuals perceive and process information in learning situations. He argues that learning style preference is one aspect of learning style, and refers to the choice of one learning situation or condition over another. According to Murcia (2001) defined learning styles as the general approaches, for example global or analytic, auditory or visual, that learners use in acquiring a new language or in learning any other subject. The manners in which a learner perceives, interacts with and responds to the learning environment.

There are numerous methods of determining learning styles. Leaver (1998) offered four learning style groupings in efforts to make them less over whelming to teachers and instructors. These groupings include sensory modalities; personality types; cognitive styles; and environmental preferences. Sensory modalities most commonly include visual, auditory, and motor (tactile / kinesthetic) learning styles. Although visual learners take in new information through sight, Leaver (1998) divided the visual learner into two sub-groups:

verbalism and imagists. The verbalism sees words and imagists see pictures in the learning process. She further explains that auditory learners, who process information through sound, can also be divided into two groups. These are aural, those who learn by listening to others, and oral, those who learn by talking and hearing themselves. The motor learner receives information through movement. Leaver divides these into two sub-groups which were: kinesthetic and mechanical. Kinesthetic uses gross motor muscles and mechanical uses fine motor muscles. Each involves frequency, pressure, duration and intensity during the use of these muscles, hands-on exploration, and brainstorming.

According to DePorter and Hernacki (1999), learning styles are divided into three types. They are Visual Learning Style, Auditory Learning Style, and Kinesthetic Learning Style. The VAK learning style uses the three main sensory receivers Visual, Auditory, and Kinesthetic (movement) to determine the dominant learning style. Learners use three of them to receive information. However, one or more of these receiving styles is normally dominant. This dominant style defines the best for a person to learn new information by filtering what is to be learned. In addition, the auditory learners tend to attain information by discussing and listening. As another example, for visual style, the learners learn by interpreting charts, graph, and pictures. While in kinesthetic style, the learners are more toward accepting learning based on behavior such as touch, feel, see, and listen.

There are some characteristics of visual, auditory, and kinesthetic learner. The learners are classified into visual learner if they have the characteristics such as

prefer information to be presented the use of visual aids, require explanations of diagram, graphs, or visual directions, can better understand a news article by reading about it in the paper than by listening to the radio, tend to say “I see what

you mean” and “watch how I do it”, take numerous detailed notes, usually neat and clean, when meet an old friend tend to say “it is great to see you!”, and

remember things best by writing notes or keeping printed details (DePorter and Hernacky, 1999).

The strong points of visual learners were they easily understand the lesson by using many kinds of visual aids. They were able to explain a concept to others by drawing figures or pictures. Besides, they would understand better about reading passage if they read silently, because they could process the information by using their imagination. However, the visual learner could not move a lot while learning. They sometimes confused when they should listen some direction and do the activities in the same time. It was their weakness point.

Moreover, the learners are classified into auditory learner if they have the characteristics such as can remember more about a subject through the lecture method with information, explanation, and discussion, do better at academic subject by listening to lectures and tapes as opposed to reading textbook, follow

oral directions better than written ones, tend to say “listen to me, I will explain” and “I hear what you are saying”, when meet an old friend tend to say “it is great to hear from you!”, remember things best by saying them aloud or repeating

words and key points, prefer to listen what they are learning, and acquire knowledge by verbalizing lessons to themselves (DePorter and Hernacky, 1999).

The strong points of auditory learners were the learners would have a better achievement when studying through listening and discussing. They easily process sound while processing knowledge liked reading the passage loudly. Then, in discussion, they listen to their friends to get information, then they gave their opinions and suggestions, this would help them easily understand about the lesson. However, auditory learners would difficult read a lot about the lesson. They were hard to understand the reading passage while they read silently. It was their weakness point.

Furthermore, the learners are classified into kinesthetic learner if they have the characteristics such as like to write down or to take notes for visual review, prefer to make posters, physical models, or actual practice and some activities in class, remember best by writing things down several times, feel very comfortable

touching others, hugging, or handshaking, tend to say “you have a go” or “I know how you feel”, when concentrating most often move around a lot, fiddle with pens and pencils and touch things, most of the free time is doing physical activity or making things, speak with their hands and with gestures, and need to be active and take frequent breaks (DePorter and Hernacky, 1999).

The strong points of kinesthetic learners were the learners would learn better if they do many activities during the learning process. They studied better when they

experienced themselves by joining the class project or discussion. When they actively involved in such activities in the class, they would easily remember what they learned. However, if there was no space to move, the kinesthetic learners were hard to understand the leasson. They did not like to read a lot. They could not study better if they did not have partners in learning process. These were the weakness points of kinethetic learners.

Besides that, Feinstein (2006) suggested although humans use their senses to assimilate environmental stimuli, each sense does not contribute the same amount of information to their brain. Individuals appear to learn differently or have different learning preferences or styles. She also reported the work of Dunn and Dunn (1983) in describing three styles of learning which are: auditory, visual, and tactile/kinesthetic. Furthermore, Feinstein (2006) offered that auditory learners prefer to discuss what they are learning. This act helps them process the information. The auditory learner tends to be analytical, logical, and a sequential thinker. Visual learners assimilate information most effectively by reading or

seeing something. They tend to be more holistic thinkers and need to see the “big picture” before they are given the bits and pieces that contribute to the big picture.

The kinesthetic learner needs to be actively (bodily) engaged in the learning process with real world activities and with activities that have meaning to the learner. This learning process is considered one of the most important learning styles since the information is stored in one of the strongest memory (procedural) systems of the brain.

Besides, Alias et al. (2005) stated that in learning process student diversity is a factor which needs to be taken into consideration by teachers. Teachers should be aware that before planning their teaching process and assessment in classroom. They should consider first this diversity factor. Teachers must create the right

ambience with learners’ academic achievement and their needs, so that, various

learning experience structure are assignable to all learners. As the example, the teacher diversed learning style such as visual, auditory, and kinesthetic.

Based on the explanations and classifications of learning styles above, it can be inferred that learning styles refer to the concept that we, as individuals, process and perceive information in different ways. There are three categories of learning styles: visual, auditory, and kinesthetic. Visual learners think in pictures and learn best in visual images, auditory learners gain knowledge from reading out loud in the classroom and may not have a full understanding of information that is written, and kinesthetic learners learn best with an active “hands-on” approach or physical world. However, one or more of these receiving styles is normally dominant. This dominant style defines the best for a person to learn new information by filtering what is to be learned.

2.4.Reading

Reading is an active process of guessing and deriving meaning of information stated in the printed materials. Nuttal (1985) defined reading as the meaningful interpretation of printed or written verbal symbols. Furthermore, Silberstain (1994) defined reading as an active process of interacting with print and an

instantaneous association of those symbols with the reader’s existing knowledge.

These mean that reading is a result of the interaction between the perception of graphic symbols that represent language and the reader’s language skills, cognitive skills and the knowledge of the words. In this process the reader tries to recreate the meanings intended by the writer.

On the other hand, reading can be defined as the ability to make sense of written or printed symbols to guide the recovery of information from his or her memory and subsequently use this information to construct a plausible interpretation of the written message. That statement means that reading is the ability of getting information from printed material. In order to get and to comprehend the information, the reader background knowledge is needed. However, reading is an active process used by readers to gain the message of current information on printed or written text through relating what they have already known to what they want to know. Readers process deeply the information from the discourse, so that readers can make a meaningful interpretation of the information provided. From all the explanations above, they can be concluded that reading is an active process

to gain the meaning of current information by relating readers’ background

knowledge to the information provided on printed text.

2.5.Learning Strategies in Reading

Learning strategies properly can be trained in four language skills, for example listening, speaking, reading, and writing. By applying learning strategies in learning language skills, learners can be easier to increase their language skills

more efficiently and effectively. This study concerns on learning strategies in reading skill. Through some learning strategies provided in reading, the learners can solve the problem of getting the message of the text given. As Nuttal (1985: 5-6) cited that a reader may have difficulty in comprehending a passage due to some problems like unfamiliar code in which the text is expressed, the amount of previous knowledge that the readers bring to the text, the complexity of the concepts expressed, and vocabulary knowledge. In learning reading, learners may use three kinds of strategies: cognitive, metacognitive, and social strategies.

In learning reading, the use of strategies is important to help the learner in enhancing their understanding. As Fedderholdt (1997: 1) mentioned that the language learners who are capable of using a wide variety of language learning strategies appropriately can improve his/her language skills in better way. Moreover, every learner has their own strategies in mastering reading. Some of learners like to summarize to understand what they have read, some others like to recheck their understanding by reading again what they have read, than the others like to do reading task by discussing with their friends.

Fedderholdt (1997) stated that learning reading by using cognitive strategies usually use connection. The readers connect what they know with what they are reading. The readers s o m e t i m e s think about what is going to happen and make predictions based on what they know and what they have read. The learners may also ask themselves questions before, during, and after reading to better understand the author and the meaning of the text. Besides that, learners

notice the way the author uses language to get his or her ideas across, identify the most important ideas and restate them in their own words, and think about the text’s big idea or message and why it’s important. However, cognitive strategy instruction develops the thinking skills that will make learners strategic, flexible learners. Good reading comprehension requires that learners monitor their understanding while reading a passage.

At the point of performance--when a student picks up a text and prepares to read--there are 3 crucial phases that improve comprehension (Pressley and Wharton-McDonald, 1997): pre-reading (the reader creates a reading plan), reading (the reader monitors his or her understanding of the text while reading and applies strategies to clarify understanding of the text), and post-reading (the reader continues to think about the passage after reading and encode key details into long-term memory). While, Williams and Burden (1997: 148) state that cognitive strategies are seen as mental processes directly concerned with the processing of information in order to learn, that is for obtaining, storage, retrieval or use of information.

On the other hand, O’Malley and Chamot (1990) stated that in learning reading,

the learner may use four steps of metacognitive learning strategy. By considering the components of metacognitive strategy, namely planning before learning, managing the learning process, monitoring the learning process, and evaluating what learners has learned. Those four steps have been described further as the following. While the focus of reading skills are equivalent with the language

curriculum in reading skill, therefore, it contains determining the main idea, finding the detail, reference, inference, and vocabulary. Furthermore, the first step of metacognitive strategies in reading passage is planning before learning. It means that in the earlier before reading a passage, learners are able to mention what they should and want to know about the information stated on the passage. On this step, learners are also expected to make a guessing about the content of the passage that given. The second step is managing the learning process. In this case, the learners manage their own learning in comprehending the text provided. As an example, it can be done by relating the cognate words or looking at the previous sentences when learners find the difficulty to understand the unknown words.

The next step of metacognitive is monitoring the learning process. This step is

actually the activity that focuses on learners’ prediction and their comprehension

in reading a passage. Learner can confirm if their prediction about the content of the text is similar to what is being stated on the passage after they have read the

text given. Learners’ prediction can be a monitor to check whether the learners

have comprehended the text given or not. When the learners realize that their previous prediction exists in the text, the learners have successfully comprehended the passage. The last but not least of metacognitive is evaluating step. The learners are required to evaluate what they have learned. The learners should know whether they have understood and comprehended the meaning of the whole passage or not. Besides, the strategies used in reading passage should also be

Furthermore, in learning reading learners may use social strategies. O’Malley (1985: 582-584) stated that social strategies are related to social-mediating activity and transacting with others. Cooperation and question for clarification are the main social strategies. Learners may cooperate with other learners to solve reading task or understanding about text. Besides, learners can study reading by involving in social activities like discussing or working together with peers.

From all the theories mentioned above, it can be concluded that in learning reading, the use of strategies is important to help the learner in enhancing their understanding. In learning reading, learners may use three kinds of strategies: cognitive, metacognitive, and social strategies. Cognitive strategy instruction develops the thinking skills that will make learners strategic and flexible learners in comprehending reading task. Besides, through those four steps of metacognitive strategy, the researcher can conclude that there has an influence of the learning strategies used by learners in their achievement and independency in facing the reading passage. Then, learners can study reading by involving in social activities like discussing or working together with peers.

2.6. Rule of Learning Styles in Using Reading Learning Strategies

Teacher has to use proactive and responsive education approaches on target group. With different education approaches, teacher as educator should be able to give opportunities and experiences to learners of different backgrounds of learning styles. Learners have distinctive learning styles, so any system that is built based on this theory, needs to vary its lesson strategies (Ismail, 2008). However, Reid

(1998) drew a distinction between learning styles and learning strategies by focusing in what way they are distinct from each other. She refers to learning styles as “internally based characteristics, often not perceived or consciously used by learners, for the intake and comprehension of new information”, whereas learning strategies are defined as “external skills often used consciously by learners to improve their learning”. It can b e inferred from the definition is that since learning styles are „internally based characteristics,’ they explain a learner’s preference to a learning situation.

In learning process, people use different strategies. Some people learn best by reading texts or writing down notes from what they read. Learners need writing materials to take down points they think important from what they read, hear or see. The read/write style has the advantage of making them more self-dependent because with their note taking, they can learn much by themselves. However, they face the disadvantage of not being able to learn easily where the only medium of instruction is visual or audio, or where they do not have access to writing materials (Reid, 2005). Moreover, some people prefer to learn by hearing what they want to learn. Theirs is the auditory learning style. To learn, such people will prefer listening to discussions, talking matters over, reading out of texts or making use of e-courses containing audio recordings. One special advantage of this style is that you assimilate and retain information without having to see it in texts or pictures. However, the difficulty of learning among silently reading learners -- in a library for example -- is one disadvantage (Reid, 2005). In addition, some people who are kinesthetic learners prefer to learn by moving and doing. They

prefer interactive learning, learning through practical challenges and hands-on experience and taking in information as they move from one place to another. Kinesthetic learners are therefore not comfortable sitting in a place for long. The kinesthetic learning style has the advantage of exposing learners faster to practice and evidence: learners learn as they practice and practice what they learn; they see the evidence of what they had digested with difficulty from texts or discussions. However, where there are no places to move to for such live experience and nobody to interactive with, you are at a disadvantage (Reid, 2005).

Learners with different learning styles have different strategies in learning reading. Some of visual learners use color to highlight important points in a text, take notes or ask your teacher to provide handouts, study in a quiet place away from verbal disturbances, read illustrated books, and visualize information as a picture to aid memorization. Moreover, auditory learners use a tape recorder during lectures instead of taking notes, read text out aloud, or discuss the ideas verbally in learning reading. While, kinesthetic learners move around to learn new things (for example read while on learning cooking), use bright colors to highlight reading material, and skim through reading material to get a rough idea what it is about before settling down to read it in detail.

2.7. Theoretical Assumption

Referring to the previous discussion, it showed that learners with different styles had different strategies in learning reading. The use of strategies could be

important to make English teachers creative and effective in choosing the learning strategies in learning activity. Therefore, the use of learning strategies correlated

with learners’ learning styles especially in English reading. Each of learning styles

had different strategies in learning English reading. Some of visual learners used color to highlight important points in text or take notes or asked the teacher to provide handouts. Moreover, auditory learners read text out aloud or discussed the ideas verbally in learning reading. While, kinesthetic learners moved around to learn new things, used bright colors to highlight reading material, and skimmed through reading material to get a rough idea what it was about before settling down to read it in detail. Referring to them, this present study was aimed at

finding out learners’ learning styles and the strategies used by learners with different learning styles in learning English reading as EFL at the first grade of SMAN 3 Bandar Lampung.

2.8. Hypotheses

Concerning to the concept and theoretical assumption above, the researcher decided to formulate two hypotheses as follows:

1. Ho: There are no fixed types of learners’ learning styles at the first grade of SMAN 3 Bandar Lampung.

Ha: There are types of learners’ learning styles at the first grade of SMAN 3 Bandar Lampung.

2. Ho: There are no fixed types of reading learning strategies used by learners with visual learning style, auditory learning style, and kinesthetic learning style at the first grade of SMAN 3 Bandar Lampung.

Ha: There are types of reading learning strategies used by learners with visual learning style, auditory learning style, and kinesthetic learning style at the first grade of SMAN 3 Bandar Lampung.

III. RESEARCH METHOD

This chapter provides an overview of research design, population and sample, data collecting techniques, steps in collecting data, research instruments, validity and reliability, data analysis, and hypotheses testing applied in this research.

3.1. Research Design

This research was a quantitative study. The design of this research was ex post facto, since the data were collected after the fact. The researcher used one group and took the data in one time without giving treatment (Setiyadi, 2006: 133). Whereby, in collecting data, the researcher gave two kinds of questionnaires. The first questionnaire (T1) was about learning styles. This was conducted to find out

the learners’ style whether they belonged to visual, auditory, and kinesthetic. After

that, the second questionnaire was about learning strategies in reading (T2) in order to know which learning strategies used by the learners in learning reading, whether they used cognitive, metacognitive, or social strategy. The design of this research is illustrated as follows:

T1 : Learning styles

T2 : Learning strategies in reading (Setiyadi, 2006:132)

3.2. Population and Sample

The population of this research was the first grade of SMAN 3 Bandar Lampung in academic year 2014/2015. There were seven classes of the first grade in that school. The number of the learners of each class was about 32 learners. In determining the sample, the researcher used simple random sampling by using lottery. Then, the researcher chose one class as the sample. So those all the first grade classes had the same chance to be the sample. Since the first grade learner in SMAN 3 Bandar Lampung was not stratified class, there was no priority class. It was applied based on that consideration that every class in the population had the same chance to be chosen and in order to avoid the subjectivity in this research.

3.3. Data Collecting Techniques

In collecting the data, the researcher used two kinds of questionnaires. There were lists of statements and questions to be answered by learners to measure the

learners’ learning styles and the learner’s used of learning strategies in learning

English reading as EFL. The questionnaires used were close-ended questionnaires where the answer was limited (Setiyadi, 2006: 54).

3.4. Steps in Collecting the Data

In collecting the data, the researcher used following steps: 3.4.1. Determining the Sample of the Research

In determining the sample, the researcher used simple random sampling by using lottery. Then, the researcher chose one class as the sample.

3.4.2. Conducting the Questionnaire

There were two kinds of questionnaire given to the learners. The first questionnaire was given to learners in an attempt to investigate learners’ learning

style. The learners’ answer classified into three types of learning styles such as

visual, auditory, and kinesthetic. The second questionnaire was given to get data about the learning strategies used by learners in reading, whether they used cognitive, metacognitive, or social strategy.

3.4.3. Analyzing the Data

After distributing questionnaire tests, the researcher analyzed the answers of the tests. In analyzing the data, the researcher used One way ANOVA. There were three kinds of learning styles, visual, auditory, and kinesthetic style. The styles were compared with the means of the three kinds of learning strategies, cognitive, metacognitive, and social strategies in order to determine whether each main effect and the interaction effect were statically significant. Furthermore, the researcher classified the learners into three types of learning styles, visual, auditory and kinesthetic. After that, the researcher identified which learning strategies in learning English reading of EFL used by the visual learners, auditory learners, and kinesthetic learners.

3.4.4. Making a Report and Discussion of Findings

After having gained all the data, the researcher made a report and discussion on findings of the learning style used by the student in learning English as foreign

language and the way of learners with different learning styles used learning strategies in learning English reading as EFL.

3.5. Research Instrument

It was lists of some statements which were answered by the learners to find out

learners’ learning strategies. The research used close-ended questionnaire where the answer was limited (Setiyadi, 2006: 54).

3.5.1. The Questionnaire of Learning Styles

The researcher used Learning Styles Self-Assessment Questionnaire. The

questionnaire was conducted in which the learners’ answers were classified into

three types of learning styles, visual, auditory, and kinesthetic. It was translated and answered into Indonesian in order to facilitate the learners in understanding the questionnaire. The questionnaire consisted of 30 items. Each item consisted of three possible answers. They had to answer the questions by selecting they thought best describe themselves. Then, after answering the questionnaire the

learners added up how many A’s, B’s, and C’s they selected. The researcher

classified the learners into three kinds of learning styles best on their highest score of questionnaire answers. The visual learners were measured with the most selected items of A, the auditory learners were measured with the most selected items of B, and kinesthetic learners were measured with the most selected items of C (Victoria and Alan, 2012).

Moreover, the learners were classified into visual learner if they had the characteristics such as preferred information to be presented by using visual aids, required explanations of diagram, graphs, or visual directions, could better understand a news article by reading about it in the paper than by listening to the

radio, tended to say “I see what you mean” and “watch how I do it”, took

numerous detailed notes, usually neat and clean, when met an old friend tended to

say “it was great to see you!”, and remembered things best by writing notes or keeping printed details (DePorter and Hernacky, 1999).

Besides, the learners were classified into auditory learner if they had the characteristics such as could remember more about a subject through the lecture method with information, explanation, and discussion, did better at academic subject by listening to lectures and tapes as opposed to reading textbook, followed

oral directions better than written ones, tended to say “listen to, I will explain” and “I hear what you were saying”, when met an old friend tended to say “it was great to hear from you!”, remembered things best by saying them aloud or repeating

words and key points, preferred to listen what they were learning, and acquired knowledge by verbalizing lessons to themselves (DePorter and Hernacky, 1999).

Furthermore, the learners were classified into kinesthetic learner if they had the characteristics such as liked to write down or to take notes for visual review, preferred to make posters, physical models, or actual practice and some activities in class, remembered best by writing things down several times, felt very

go” or “I know how you feel”, when concentrating most often moved around a lot,

fiddled with pens and pencils and touched things, most of the free time was doing physical activity or making things, spoke with their hands and with gestures, and needed to be active and took frequent breaks (DePorter and Hernacky, 1999).

However, if the learners had the equal score of two or three kinds of styles they belonged to the learners who had multiple learning styles. It meant that the learners had two or more dominant characteristics in learning and gaining the information (Victoria and Alan, 2012). For example, if the learners used visual style and auditory style, they had both of visual and auditory characteristics such as preferred information to be presented by using visual aids and could remember more about a subject through the lecture method with information, explanation, and discussion, did better at academic subject by listening to lectures. Moreover, if the learners used visual style and kinesthetic style, they had both of visual and kinesthetic characteristics such as preferred information to be presented by using visual aids and liked to write down or to take notes for visual review, preferred to make posters, physical models, or actual practice and some activities in class. Furthermore, if the learners used auditory style and kinesthetic style, they had both of auditory and kinesthetic characteristics such as could remember more about a subject through the lecture method with information, explanation, and discussion, did better at academic subject by listening to lectures and liked to write down or to take notes for visual review, preferred to make posters, physical models, or actual practice and some activities in class.

3.5.2. The Questionnaire of Learning Strategies

In accordance with Setiyadi (2011), the questionnaire was given to the learners adapted from “Language Learning Strategy Questionnaire”. The researcher used

Language Learning Strategy Questionnaire or the LLSQ to find out learners’

learning strategies in reading. It was translated and answered into Indonesian in order to facilitate the learners in understanding the questionnaire. In the LLSQ learners were provided with 20 items. There were three kinds of strategies in LLSQ, namely: cognitive strategy, metacognitive strategy, and social strategy. Cognitive strategies in reading were measured with item nos. 1-11, metacognitive strategies were measured with item nos. 12-17, and social strategies were measured with item nos. 18-20.

In the questionnaire learners were given instruction; learners were asked to write their response to statements in the LLSQ on the separate answer sheet attached to the questionnaire. They should write their response (1, 2, 3, 4, or 5) that told how true of them that statement was. Number 1 meant that it was never or almost never true of them, number 2 was usually not true of them, number 3 was somewhat true of them, number 4 was usually true of them, and number 5 was always or almost always true of them (Setiyadi, 2011).

After answering the questionnaire, the learners were classified into those three kinds of learning strategies based on their highest score of questionnaire answers. Besides, the learner who belonged to the cognitive category might include all activities that take place in the brain in order to acquire a foreign language. That

learners used the four steps of metacognitive strategy, planning, managing, monitoring, and evaluating in learning English reading. However, the auditory learners only used monitoring and evaluating in metacognitive strategy. Then, kinesthetic learners only used evaluating in metacognitive strategy. In the other words, auditory and kinesthetic learners only used some strategies of metacognitive which appropriate to their learning style.

5.2.Suggestions

Related to the problems of this research and the information from the discussions of this research, the researcher suggests:

1. To the English teachers to explore more information and knowledge about the importance of learning styles, thus making a more productive learning experience and enjoyment among the learners. By identifying learning styles and strategies in learning, the teacher will be more creative in choosing appropriate techniques and methods in learning process because they know what characteristics that the learners have and what they need so that learners’ interest in learning will be improved. From the result of this research, there were found that every style has the characteristics of processing the learning process. For example, if most of learners in one class have visual style, the teacher can use techniques such as explaining through visual aids, if most of learners in the class have auditory styles so that the teachers can use audio in learning process, then if most of learners in the class have kinesthetic style, the teacher can make kind of activities which ask the learners to do something or move. Moreover, the teachers

72 may use many strategies in learning process, especially in reading. They may use cognitive, metacognitive, and social strategy. However, the teacher should know their learners styles, so that the teachers can choose appropriate strategies for their learners, since not all the learners enjoy such kind of strategies in learning process. As the result from this research that the visul learners used cognitive strategy in learning reading, auditory and kinethetic learners used social strategy in learning reding. This can be a consideration for the teacher to choose appropriate strategies in learning. With many kinds of strategies used by teachers in the learning process by determining learner’ styles and characteristics, so that the learners will easily process the information and knowledge from the teachers and the learners will have better understanding and achievements.

2. For further research, the researcher should find out learning styles used by learners in the different grades and find out the strategies used by learners in relation to their learning styles. The researcher should investigate the strategies in other skills, for example listening, speaking, and writing, in order to find out appropriate strategies which can be used by learners based on their styles.

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