Learning style, English speaking ability, and academic performance of the vocational high school students.

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xiv ABSTRACT

Jacobus Yuli Triastadi. 2015. Learning Style, English Speaking Ability, and Academic Performance of the Vocational High School Students. Yogyakarta : The Graduate Program in English Language Studies, Sanata Dharma University

This research is intended to find out the correlation between students’ learning style, English speaking ability and academic performance of the students of Pangudi Luhur Tarcisius 2 Semarang Vocational High School in 2013/2014 academic year at the second semester. The objectives of the study are to find out

the correlation between students’ learning style and the English speaking ability, to find out the correlation between students’ learning style and the academic

performance, to find out the correlation between students’ learning style and the

English speaking ability, and to find out the correlation between both students’

learning style and English speaking ability to the academic performance.

The research was conducted in Pangudi Luhur Tarcisius 2 Semarang Vocational High School. The population was 62 tenth grade students and the researcher took 30 students as the samples to represent the characteristics of the 3 research variables. Since the research employed a mixed-method approach, then the data were divided into numerical and narrative data. The numerical data were gained from questionnaire and scoring sheets. The narrative data were gained from interview transcripts of 3 students, each representing low-achiever, medium-achiever, and high-achiever of English speaking ability. The analysis techniques of the data were through Pearson Product Moment Correlation for 2 variables correlation and Multiple Correlation for 3 variables correlation, followed by the description and interpretations

of participants’ lived-experience on 3 variables of research.

To answer the hypothesis statistically, there are 4 findings. First, there is a positive correlation between students’ learning style and academic performance (r = 0,44 at sig = 0,02 < 0,05). Second, there is a positive correlation between

students’ English speaking ability and academic performance (r = 0,88 at sig = 0,00 < 0,05). Third, there is a positive correlation between students’ learning style and their English speaking ability (r = 0,48 at sig = 0,01 < 0,05). Forth, there is a positive correlation between students’ learning style, English speaking ability, and their academic performance (r = 0,88 at sig = 0,00 < 0,05)

The result of quantitative analysis is supported by qualitative analysis through

description and interpretations of participants’ lived-experience on the 3 variables discussed. The qualitative analysis shows that the students’ interest in English learning based on their lived-experience of studying English and their future goal with the English use are the main factors for the students to enhance their English speaking ability and academic performance. The qualitative interpretation brings some suggestion related to activities of English teaching-learning in Vocational High School at the novice level that English teachers need to pay attention to what students need based on their learning style during the class activities and also their learning experience so that they are more interested in studying English. In accordance, with proper learning materials and environment, the students are stimulated to possess good English speaking ability and finally they can accomplish good academic performance. In addition, the schools have to equip facilities for students to explore their English learning activities.

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xv ABSTRAK

Jacobus Yuli Triastadi. 2015. Learning Style, English Speaking Ability, and Academic Performance of the Vocational High School Students. Yogyakarta : Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma

Penelitian ini bertujuan untuk mencari tahu hubungan antara gaya belajar para siswa, kemampuan berbicara Bahasa Inggris dan prestasi akademik siswa Sekolah Menengah Kejuruan Pangudi Luhur Tarcisius 2 Semarang tahun pelajaran 2013/2014 di semester dua. Tujuan penelitian ini secara rinci adalah untuk mencari tahu hubungan antara gaya belajar siswa dan kemampuan berbicara Bahasa Inggris, mencari hubungan antara gaya belajar para siswa dengan prestasi akademik, mencari tahu hubungan kemampuan berbicara Bahasa Inggris para siswa dengan prestasi akademik mereka, dan mencari hubungan antara gaya belajar para siswa bersama-sama dengan kemampuan berbicara Bahasa Inggris berkaitan dengan prestasi akademik.

Penelitian ini diadakan di Sekolah Menengah Kejuruan Pangudi Luhur Tarcisius 2 Semarang. Populasinya adalah 62 peserta didik kelas 10 dan peneliti mengambil 30 siswa sebagai sampel untuk mewakili karakteristik 3 variabel penelitian. Karena penelitian ini menggunakan teknik gabungan, maka data yang dipakai adalah data angka dan narasi. Data angka didapatkan dari kuesioner dan lembar penilaian. Data narasi didapatkan dari transkrip wawancara dari 3 siswa, masing-masing mewakili kemampuan berbicara Bahasa Inggris bawah, menengah, dan tinggi. Teknik data analysis adalah menggunakan Korelasi Pearson Product Moment untuk korelasi 2 variabel dan Korelasi Ganda untuk korelasi 3 variable, diikuti oleh deskripsi dan interpretasi dari pengalaman para siswa berkaitan dengan 3 variabel yang diteliti.

Untuk menjawab hipotesis penelitian, muncul 4 penemuan. Pertama, ada hubungan positif antara gaya belajar para siswa dengan prestasi akademik mereka (r = 0,44 di sig = 0,02 < 0,05). Kedua, ada hubungan positif antara kemampuan berbicara Bahasa Inggris para siswa dengan prestasi akademik mereka (r = 0,88 di sig = 0,00 < 0,05). Ketiga, ada hubungan positif antara gaya belajar para siswa dengan kemampuan berbicara Bahasa Inggris mereka (r = 0,48 di sig = 0,01 < 0,05). Keempat, ada hubungan antara gaya belajar para siswa, kemampuan berbicara Bahasa Inggris mereka, dan prestasi akademik (r = 0,88 di sig = 0,00 < 0,05).

Hasil analisis kuantitatif didukung oleh analisis kualititaf melalui deskripsi dan interpretasi pengalaman hidup siswa berkaitan dengan 3 variables yang didiskusikan. Hasil penelitian kualitatif menunjukkan bahwa ketertarikan siswa dalam pembelajaran Bahasa Inggris berdasarkan pengalaman hidup mereka dalam mempelajari Bahasa Inggris dan juga tujuan masa depan mereka dalam penggunaan Bahasa Inggris adalah faktor-faktor bagi siswa untuk meningkatkan kemampuan berbicara Bahasa Inggris yang baik dan prestasi akademik. Interpretasi kualitatif memberikan beberapa saran berhubungan dengan aktifitas Belajar Mengajar Bahasa Inggris di Sekolah Menengah Kejuruan di level novice bahwa para guru Bahasa Inggris perlu memperhatikan apa yang para siswa butuhkan selama beraktifitas di kelas dan pengalaman belajar mereka sehingga mereka lebih tertarik untuk belajar Bahasa Inggris. Sebagai hasilnya, dengan menyediakan materi dan situasi pembelajaran yang tepat, para siswa terpacu untuk memiliki kemampuan berbicara Bahasa Inggris yang baik dan akhirnya mendapatkan nilai akademik yang baik. Sebagai tambahan, sekolah harus melengkapi fasilitasnya sehingga siswa dapat menggali aktifitas pembelajaran Bahasa Inggris mereka.

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LEARNING STYLE, ENGLISH SPEAKING ABILITY,

AND ACADEMIC PERFORMANCE

OF THE VOCATIONAL HIGH SCHOOL STUDENTS

A THESIS

Presented as a Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M. Hum.)

in English Language Studies

by

Jacobus Yuli Triastadi

116332009

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

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LEARNING STYLE, ENGLISH SPEAKING ABILITY,

AND ACADEMIC PERFORMANCE

OF THE VOCATIONAL HIGH SCHOOL STUDENTS

A THESIS

Presented as a Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M. Hum.)

in English Language Studies

by

Jacobus Yuli Triastadi

116332009

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

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ACKNOWLEDGEMENT

At first, I would like to express my gratitude to my great Savior, God the

Almighty, who has given me His blessing anywhere and anytime, moreover in

finishing my thesis. Without Him, I will never exist in this world. May God always

be with us. I also would like to express my special gratitude to Dr. B. B. Dwijatmoko,

M.A., for his guidance and support so that I always had a comfortable situation when

I was stuck in finishing my thesis and also during various learning activities in his

classes throughout the graduate program in English Language Studies. He was so

patient and smart in directing me how to finish my thesis. My special gratitude also

goes to F.X. Mukarto, Ph.D., Dra. Novita Dewi, M.S., M.A (Hons.)., Ph.D., and Dr.

J. Bismoko who had shared knowledge and experiences during their lectures. They

gave me enlightenments how to live better and how to face the reality in this world.

Secondly, I give many thanks to the big family of English Language Studies

students and graduates who had helped me understand various materials during our

graduate studies. To Mbak Lely at the secretariat of the English Language Study

Program, she was one like my sister who always cheered me up. Then, I would like to

extend my big gratitude to my students at Tarcisius 2 Pangudi Luhur Vocational High

School in Semarang, especially to Destri, Birgitha, A’Rafiq, and all ten grade students

who had assisted as the research participants. To Brother Agung, thank you so much

for all the advice and encouragement to lift my spirit.

Finally to all my family especially to my parents, thank you so much for all of

your supports. I am so proud to be your son. To Rena, you are my angel. I feel that I

am the luckiest person in the world because of your existence beside me. I would not

be able to finish my thesis without your escort. May God always guide us all.

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vii

TABLE OF CONTENT

TITLE PAGE ... i

APPROVAL PAGE ... ii

THESIS DEFENCE APPROVAL PAGE ... iii

STATEMENT OF ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF ABBREVIATIONS ... xii

CODING SYSTEM ... xiii

ABSTRACT ... xiv

ABSTRAK ... xv

CHAPTER I INTRODUCTION A. Research Background ... 1

B. Problem Identification ... 13

C. Problem Limitation ... 15

D. Problem Formulation ... 17

E. Research Goals ... 18

F. Research Significance ... 18

CHAPTER II LITERATURE REVIEW A. Theoretical Review ... 20

1. Learning ... 20

2. Language Learning ... 24

3. Learning Style ... 28

a. Kolb’s Learning Style ... 31

b. Kolb’s Learning Style Inventory ... 35

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viii

a. Speaking Ability Activities ... 45

b. Speaking Ability Assessment ... 47

5. Academic Performance ... 49

6. Vocational (High) School ... 53

7. English Curriculum in Vocational High School ... 57

8. Related Studies ... 60

B. Theoretical Framework and Hypothesis ... 62

CHAPTER III METHODOLOGY A. Research Method ... 68

B. Data Nature ... 69

C. Population and Sample ... 74

D. Data Collection Methods ... 76

E. Data Analysis and Interpretation ... 77

CHAPTER IV FINDINGS AND DISCUSSION A. Research Findings ... 78

1. Quantitative Research Findings ... 80

a. Descriptive Statistics ... 80

1) Students’ Learning Style (x1) ... 80

2) English Speaking Ability (x2) ... 81

3) Academic Performance (y) ... 82

b. Data Normality and Linearity ... 83

1) Test of Data Normality ... 84

2) Test of Data Linearity ... 85

c. Correlation and Hypothesis Testing ... 87

1) Correlation and Hypothesis Testing between Students’ Learning Styles (x1) and Academic Performance (y) ... 87

2) Correlation and Hypothesis Testing between English Speaking Ability (x2) and Academic Performance (y) ... 89

3) Correlation and Hypothesis Testing between Students’ Leaning Styles (x1) and English Speaking Ability (x2) ... 90

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4) Correlation and Hypothesis Testing between Students’ Learning Style (x1), English Speaking Ability (x2), and

Academic Performance (y) ... 92 2. Qualitative Research Findings ... 92

a. AR’s Learning Styles, English Speaking Ability, and Academic

Performance ... 93 b. BA’ Learning Styles, English Speaking Ability, and Academic

Performance ... 98 c. DA’s Learning Styles, English Speaking Ability, and Academic

Performance ... 102 B. Research Discussion ... 106

1. Correlation between Students’ Learning Style (x1) and Academic

Performance (y) ... 107 2. Correlation between English Speaking Ability (x2) and Academic

Performance (y) ... 110 3. Correlation between Students’ Learning Style (x1) and English

Speaking Ability (x2) ... 113 4. Correlation between Students’ Learning Style (x1), English

Speaking Ability (x2) and Academic Performance (y) ... 115

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions ... 118 B. Suggestions ... 122

BIBLIOGRAPHY ... 124

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LIST OF TABLES

Table 2.1 Relationship of Behaviour Level and characteristics of Kolb’s

Learning Styles ... 38

Table 3.1 Blueprint of Students’ Learning Style Questionnaire ... 70

Table 3.2 Likert Scales on Questionnaire Answers ... 71

Table 3.3 Blueprint of Speaking Ability Indicators and Scoring System ... 72

Table 3.4 Blueprint of Academic Performance and Scoring System ... 73

Table 3.5 Guideline of In-depth Interview ... 74

Table 3.6 Reliability of Questionnaire ... 75

Table 4.1 Data scores of Students’ Learning Styles (x1), English Speaking Ability (x2), and Academic Performance (y) ... 79

Table 4.2 Descriptive Statistics of Students’ Learning Style (x1), English Speaking Ability (x2), and Academic Performance (y) ... 80

Table 4.3 Normality Test for Students’ Learning Style (x1), English Speaking Ability (x2), and Academic Performance (y) ... 84

Table 4.4 Linearity test between Students’ Learning Style (x1) and Academic Performance (y) ... 86

Table 4.5 Linearity test between English Speaking Ability (x2) and Academic Performance (y) ... 86

Table 4.6 Correlation between Students’ Learning Style (x1) and Academic Performance (y) ... 87

Table 4.7 Degree of correlation based on Correlation Coefficient ... 88

Table 4.8 Correlation between English Speaking Ability (x2) and Academic Performance (y) ... 89

Table 4.9 Correlation between Students’ Learning Style (x1) and English Speaking Ability (x2) ... 91

Table 4.10 Correlation between Students’ Learning Style (x1), English Speaking Ability (x2), and Academic Performance (y) ... 92

Table 4.11 Themes and Qualitative Result of AR’ ... 94

Table 4.12 Themes and Qualitative Result of BA’ ... 98

Table 4.13 Themes and Qualitative Result of DA’ ... 102

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LIST OF FIGURES

Figure 2.1 Kolb’s Division of Learning styles based on Learning Cycles ... 33

Figure 2.2 Theoretical Framework Mapping of the Research ... 66

Figure 3.1 Research Method ... 69

Figure 4.1 Histogram of Students’ Learning Style (x1) ... 81

Figure 4.2 Histogram of English Speaking Ability (x2) ... 82

Figure 4.3 Histogram of Academic Performance (y) ... 83

Figure 4.4 Scatter Plot of Correlation between Students’ Learning Style (x1) and Academic Performance (y) ... 89

Figure 4.5 Scatter Plot of Correlation between English Speaking Ability (x2) and Academic Performance (y) ... 90

Figure 4.6 Scatter Plot of Correlation between Students’ Learning Style (x1) and English Speaking Ability (x2) ... 91

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xii

LIST OF ABBREVIATIONS

KTSP : Kurikulum Tingkat Satuan Pendidikan CE : Concrete Experience

RO : Reflective Observation AC : Abstract Conceptualisation AE : Active Experimentation ELT : Experiential Learning Theory KLSI : Kolb’s Learning Styles Inventory MTs : Madrasah Tsanawiyah

BSNP : Badan Standar Nasional Pendidikan LS : Learning Styles

SA : Speaking Ability AP : Academic Performance

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xiii

CODING SYSTEM

I employed interview transcripts as the qualitative data to support the interpretation of quantitative data. In order to focus in phrases and sentences supporting the quantitave data interpretation, I employed a coding system. For example for coding I/11032014/P2/AR- LA, the coding system is interpreted as below :

I : Interview

11032014 : Date of Interview is March 11th, 2014

P2 : The Number of Participant’s Answer from the Interview Transcript

AR : Initial of Participant

LA : Low Achiever (Degree of Achiever) based the degree of English speaking ability

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xiv ABSTRACT

the correlation between students’ learning style and the English speaking ability, to find out the correlation between students’ learning style and the academic

performance, to find out the correlation between students’ learning style and the

English speaking ability, and to find out the correlation between both students’

learning style and English speaking ability to the academic performance.

of participants’ lived-experience on 3 variables of research.

The result of quantitative analysis is supported by qualitative analysis through

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xv ABSTRAK

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CHAPTER I INTRODUCTION

This chapter discusses the framework background of the research so that the

readers understand the issue of the research. This chapter consists of six major

sections. They are research background, problem identification, problem

limitation, problem formulation, research goals, and research significance.

A. Research Background

Language is the essential part of human life since language is the bridge of

direct or indirect interaction among the language users. By using the language,

people are be able to organize what they feel and want related to their social lives.

People need to adjust the condition of their environment by telling to other people

what they expect to hear, to see, to feel, to taste, and to smell. The language users

need to deliver their intention of certain topics in a conversation in order to create

further communication or confirmation. Pope (2002) states that language is shared

and shaped in groups of the language users. The groups establish dialogues using

the language to transfer information from one person to other persons. The form

of the information transfer can also be monologue in which the communication is

only one way.

Language users from the same culture mostly have the same perception in

having conversation. Nida (1998) states that language and culture are the

references of symbolic systems. Language is the symbol of form and culture is the

symbol of identity. For example, when people ask for breakfast in Indonesia, they

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Nevertheless, if those people ask for breakfast in China, they will may a bowl of

noodles as the special food in China. The language forms used are the same,

related to breakfast. But the culture of having breakfast dishes in Indonesia and

Cina are different. Therefore, language is interrelated with the language users’ culture. In the culture, the idenfication of behaviours, beliefs, values and attitudes

is defined (Heuberger 2001). When the language users start delivering their

speakings, common listeners or other speakers identify the language users’

environment based on the language style or content of the speaking.

The use of language is contextual based on the topic of conversation.

Language can be natural in use if the context is informal. On the other hand,

language users have limitation in language variation use if the context is formal.

This proposition is supported by Elden and Levin (1991) which state that

language style can change in use based on the formal or informal use. People need

to learn about the use of language with different situation so that they are able to

adjust with various context of situation. People who have various knowledge of

language style have more options of natural interaction with any context of

situation. If the language users have enough capability to use the language

smoothly, they can attract other people to follow their language style. On the other

words, they can create their own language culture.

People use language to have agreement about what activities to do among

the speakers. Accordingly, language is the tool of processing the material

discussed on the conversation. Chang-Wells and Wells (1991) state that language

can be the only means to integrate the process of memorizing, thinking,

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involve with the topic of conversation. They argue or give opinions based on what

they feel best about the agreed topic of conversation. If their arguments or

opinions are not accepted with other speakers, they start thinking better ideas to

convey and, hence, formulate the ideas in verbal communication. People add their

intention in delivering messages by using gestures in order to bring deeper

identification of the ideas.

English is one of the languages in the world which has the biggest influence

in global communication. The use of English as international means of

communication motivates many people to understand English. The widespread

use of English creates a worldwide understanding that English is the main

language should be mastered if one wants to interact with other people and fields

globally. The perception is supported by Quirk (1990) which states English as the

most widely used language in the world. Singapore, Malaysia, and India are some

examples of many countries in the world which place English as the main

language although their mother tongue languages are not English. English is also

the major language of any field in life such as trade, diplomacy, and media. Even

one of the main prerequirement to apply a job in most job vacancies is the

capability of using English. It means that the use of English dominates the global

business and market.

Crystal (2003) supports the idea of English as international language by

giving a fact of the big role of Britain and United States of America in spreading

English using their economic superpower. Many business products and literary

works derive from those countries such as the popular books of Shakespeare or

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countries often use those two countries products or works as the benchmarking of

producing similar products or works. For example, the concept of Indonesian Idol, a popular television program in Indonesia, is adapted from American Idol. The popularity of Queen Elizabeth from England and Barack Obama as the President

of United states of America is known worldwide. Even the learning of English

language is based on the use of English in those two countries. Therefore, with the

role of Britain and United States of America as the superpower countries and their

products domination around, the international use of English is unavoidable.

Indonesia is one of the biggest countries in the world which regards English

as the language should be mastered related to its international use. Moreover, the

use of English increases in Indonesia since many working and educational fields

(schools) require English mastery as the general competence people should

possess. The role of schools as the places for students to learn English is

significant since schools are the official places for students to get basic and

advance English learning materials, assisted and guided by the school teachers or

instructors. The teachers are obliged to give correct understanding of English

learning and to teach English properly based on the school curriculum, adjusted

with the students’ need. The progressive usage of English is very helpful for students to get them used to with English usage and conversation. Therefore, the

English learning activities must be arranged systematically considering the

students’ need and the school curriculum in order to achieve the best English

academic performance for the students.

In some schools in Indonesia, English is used as the official communication

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encourage all school elements, especially students, to practice active English

continuously. These kinds of schools sometimes establish many English activities,

such as inviting English native speakers and establishing various English

competitions, to improve the students’ English competence. The process of English teaching and learning is essential point to be planned and then to be done

systematically in order to carry out clear framework of students’ activity during

their learning. The role of systematic English learning is significant since various

materials with different emphasis in learning exist in English such as studying

grammar or mastering vocabularies. The learning process must provide clear and

complete teaching and learning administration such as syllabus and lesson plans

as the guidance of learning activities. The English teachers or instructors must

give awereness to their students that English is not merely a second language or

first foreign language, but also another primary language they must master

considering the huge impact of English use in worldwide communication

(Lowenberg 1991)

For some students, English subject is scary since they assume that English

not directly related to the students’ culture and also their lack of awereness related

to the importance of English as global communication. Therefore, the students’ experience in learning English and their environment during studying or

practicing English determine how they will have wider viewpoint on English

learning. Sometimes, the students have bad experiences in learning English such

as they often got bad English scores or they could not do the English assignments

well. Some other students feel opposed to English learning because their English

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teachers do not recognize yet what their students want and need. The students

need to have continuous understanding that English is important subject to learn

with its international use and impact for their future. They have to realize that this

subject is significant to learn since it is also one of the subjects need to be passed

in national examination (Ministry of National Education 1994).

Learning English as a foreign language or second language can be

complicated if the students are not comfortable with the materials being learned

and also the situation of learning. Shepard (2000) states that learning is socially

constructed, mediated through language and other tools which are congruent with

the culture in which the student and learning are situated and develops over time.

Shepard’s statement indicates that language is the means of learning. The students should understand the language of the learning materials learned so that they are

able to understand the topic and content of the materials. Therefore, the students’ learning process has to shape the students’ habit to learn independently with their surrounding in order to create autonomous learning system of the students.

Problems related to learning activities occur when the way students learn

does not match with the result of academic performance expected. These

problems occur because the students are not able to recognize their preferred

learning style. Assistance from the teachers to create a good class atmosphere

during English teaching-learning activities is significant to support the exploration

of students’ learning style. Sometimes, some students are introvert to accept and to have other learning styles because they think that they can not cooperate with

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help the students to have relax condition and they will have fresh condition to

accept any learning materials and situation.

Learning styles is viewed as the abstraction of students’ adjustment to the class environment during teaching and learning activities. In accordance, learning

style is embodied as the manner in which students of all ages are affected by

sociological needs, immediate environment, physical characteristics, emotionality

and psychological inclinations (Carbo, Dunn & Dunn 1986). It means that every

inner and outer aspect of the students shape the students’ learning style. The integrity of all those aspects is significant so that the students can apply their

learning styles with the proper learning strategies. Gregorc (1979) asserts that

learning style derives from distinct behaviors that serve as indicators of how one

learns and adapts to the environment. This statement indicates that learning styles

derive from the learning experience as well. The more learning styles diversities

exist, the more learning experiences are embodied.

Dunn and Dunn (1979, as cited in Reid 1987) state that learning style is the

variation description among learners in using one or more senses to understand,

organize, and retain experience. The word variation reflects that a student may have various learning styles to learn the same materials. On the other hand,

another student is possible to use the same learning learning style to learn

different learning materials. Claxton and Murrel (1987) state that learning style

can be gained by 4 aspects : personality, information processing, social

interaction, and instructional methods. The previous aspects identify the role of

the students themselves and their learning environment in formulating their

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How and where the students are treated from they were born determines the

students’ personality. The students’ environment is reflected from their

information processing, social interaction, and instructional methods.

The proper application of preferred students’ learning style shapes the significant academic performance result. Academic performance relates to final

scores in the certain study period for example semester test. The academic

performance, hence, is valid compared to the students’ learning style. In the future, the result of students’ academic performance will give foundation for long life learning. The students will know their weaknesses and strenghts so that they

will be able to develop their learning outside the class. If the students already have

basic knowledge of certain learning materials, their teachers can conduct the

teaching and learning process more communicative. The communication between

teachers and students will be counterbalanced. That is why, the teachers should

realize the intuitive appeal that students may develop their learning styles outside

the class and hence, the teacher should facilitate the students with proper materials

and learning environment to support their learning styles development.

In relation to the learning style in English learning activities in Indonesian

schools, the global picture of how students regard English as a subject needs to be

conceptualized. English is the first foreign language for most people in Indonesia.

This belief relates to the usage of English as international means of

communication. Many people want to learn and use English properly to have

communication with their surroundings. Nevertheless, some other people are still

lack of English literacy. It is understandable since English is not used as the

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reluctant to communicate using English with their surroundings. In fact, English

students on universities still use Indonesian as their daily means of

communication although they come from English majors. Dickinson (1992)

supports the idea by giving proposition that students’ activeness in practicing the language determines the success of language learning. In this case, the more

students practice English, the more they master English.

The capability of students to apply English in internal or outside school

communication is the real reflection of how far the students are able to

comprehend English learning. In addition, the students’ capability in English communication can also be seen from their academic performances. To gain

reliable academic performance result, the teacher should organize clear

framework of academic performance test and provide guidance for the students so

that they are able to study appropriate learning materials. The results of English

academic performance affects the further usage level of English by the students.

When the students get good result in their academic performances, they will

construct a concept that they are able to perform their English proficiencty in

wider situation.

In English subjects, four English skills are learned. They are listening,

speaking, reading, and writing. Reading and writing relate to literacy competency

since the materials for these categories relate to letters. Wilson (1981) states that

reading and writing complement each other since both of them need visual tools in

practicing. Listening and speaking relate to oracy since these categories relate to

the verbal sound from and by people. As speaking is the visible academic

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speaking is regarded as the essential part of the four skills. The English teacher is

able to score their students directly after they deliver their English speaking based

on the aspects of speaking elements such as fluency or grammatical accuracy. Of

course, the students must listen to their teachers’ instruction to understand what

the students have to do next. Speaking is the functional skill to establish oral

communication among speakers. Being active in speaking English is the starting

point to open wider fields of jobs since people can interact with more people from

foreign countries and across fields. The English learning process should be

practical if the orientation is to explore the students’ activeness in using the language.

One of the educational institutions in Indonesia which emphasizes the

practical use of learning materials is Vocational High School (VHS). The school

orients the students to have a job after they graduate. The school applies the

School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP), in

which every school has its own syllabus related to what area of skills will be

developed and the learning materials chosen although the core of the syllabus

content is still relied on the National Curriculum ruled in Education Standard

National Institution or Badan Nasional Standar Pendidikan (BNSP). The English

subject taught in Vocational school is practical English adjusted with the school

programs available. Practical here means the emphasis of speaking skill. The

subject introduces learners to functional English such as to what they need in the

field of after they graduate

In Vocational High School, English is one of the adaptive and normative

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learners to have English communication skills in the communicative context

needed for vocational program. Communication skill is one of the students’

competencies that students should master in Vocational High School. The skill is

used by the students to work effectively and efficiently in their future job fields.

Vocational High School also prepares the graduates to have further education

level based on the Vocational programs (Vocational School Curriculum 2004). It

means that students have more options after they graduate from Vocational High

School since they are able to work directly or to proceed to higher level of

education.

Based on the nature of Vocational High School as the level of education

which has job-oriented after the students graduate, the application of English is

oriented to the speaking and listening skills rather than writing and reading skills.

This orientation relates to the future condition that the graduates from Vocational

High School are prosecuted to speak English well in order to be more

communicative. Therefore, the students must understand the meanings of what

other people say in order to respond appropriately. In addition, speaking is the

second competency that must be emphasized in English learning and teaching

after listening and before reading-writing (Law Government 2003). It means that

the demand of competent Vocational High School students and graduate relates to

the proficiency level of their speaking ability.

Speaking ability usually involves whole students’ scores during certain study periods. A teacher is able to determine the grade of students’ speaking

ability by scoring their activities based on spontaneous or agreed speaking

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oral interview, singing English songs and giving comments in English after

watching movies need to be established to deepen the students’ activeness in English speaking practices. Various speaking activities encourage students to

explore their curiosity in delivering fluent English speaking. Teachers are also

able to give direct feedbacks to the students about their weakness and strength.

To speak means to communicate with other people. When the students

speak, it means that they intend to gain further information from their

environment. The oral skill of producing utterances is the main point of how

speaking functions. Nunan (2003) states that speaking ability is an oral skill to

express intention of the speakers. Speakers select appropriate words, sentences,

and expressions to deliver the messages contextually. In class activities, the level

of students’ speaking ability is defined by having continuous and systematic speaking activities with coherences speaking materials. The speaking activities

and materials should be matched with students’ need and their practical usage

after they graduate.

After the students’ speaking ability is defined, usually the students are able to formulate the best way to have their expected result academic performance

which is usually held in the end of a study period. One of the methods to get

students’ academic performance is usually by a semester test. Related to speaking, the academic performance can be in the form of story telling performance or

monologue. The pressure of delivering speaking in regular class activities and an

academic performance test is different. This what differentiate the result between

speaking ability and academic performance scores. Since communicative

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English speaking competence is reflected from the students’ English speaking

abilities and academic performance, therefore this research intended to investigate

the correlation between students’ learning style which affect to the degree of English proficiency level, their speaking ability, and academic performance in

Vocational High School.

B. Problem Identification

English, as a global language, plays important role in connecting global

speakers since English is used as international language in the most countries in

the world. The ability of mastering English is not merely an added value, but it

already becomes a demand or need for the English language users to widen the

network with wider environment. Learning English as global language needs deep

understanding from the learners in order to blend with the English culture. The

way learners study English should be adjusted with the content of the learning

materials. In formal schools, the students becomes the learners and they should be

provided adequate learning facilities. Defining the students reaction to different

learning materials or tasks is the beginning step to formulate the students’ learning style. Hartley (1998) states that learning style is the way student approach

different learning tasks. The students may not be aware that they use inappropriate

approaches to face different learning materials.

The English subject has 4 skills which should be learned differently based

on the learning outcomes and the learning skills. The main objective of learning a

language including English is to help the learners to be more communicative in

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ability is the communicative skill they should have so that they can interact more

globally with other people especially in their job fields. In order to be

communicative in English, they have to understand the meaning of the language.

Hymes (1972) states that English communicative competence deals with the

proficiency of English speakers in conveying and interpreting meanings.

Vocational High School students need to practice their English speaking

capability continuously in order to increase their English speaking knowledge and

skill, not only related to forms but also the cultures of the language. If the students

blend with various English forms and cultures, they will be more communicative

in wider area of job fields since they can interact with more people who are

familiar with English from the various cultures.

How the students learn English subject and practice their skill in English

speaking plays important role in how fluent they speak English. But sometimes,

English teachers find differences in grades between students’ speaking ability and their academic performance although both activities have the same scope of

English speaking. Sometimes, the students are able to speak well with their

teachers or classmates in English class activities showing that their English

speaking abilities are fluent. But when the students perform their speaking in a

study period (academic performance), the result is not as good as in the English

speaking class activities. The situation of academic performance in the form of

monologue in the end of semester may cause some awkwardness for students to

perform as they naturally perform in class activities. Their academic performance

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To recognize the students’ learning style, detail indicators reflecting how students learn must be visible. The nature of learning involves 4 cycles (Kolb

1984). They are Concrete Experience or CE, observing and reflecting the

experience (Reflective Observation or RO), forming an abstract concept and/or

generalization (Abstract Conceptualization or AC), and testing the concept in new

situation of learning (Active Experimentation or AE). The modes are in ongoing

process because the students experience the modes everytime they study. Based

on every two combination of the stages, four kinds of learnings styles are formed

(Kolb 1985). They are diverger (CE and RO), assimilator (RO and AC), converger

(AE and AC), and accommodator (AE and CE). Using the Kolb’s inventory in

identifying students’ learning style, the researcher would identify each student’s style in learning English and then would find the correlation between their

learning styles, their English speaking ability, and their academic performance.

C. Problem Limitation

The research was conducted in Pangudi Luhur Tarcisius 2 Semarang

Vocational High School and the tenth grade students were regarded as the

population. The determining of the population was based on the consideration that

the tenth graders have full time learning period at school. The research focused on

the correlation among students’ learning style, their English speaking ability, and their academic performance. I took 30 students from the population as the samples

to represent the characteristics of the 3 research variables and 3 students from the

samples as the participants of interview representing low, medium, and high

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researcher’s time and capability in finishing the research. Hopefully, the further research will cover larger population and the research result can be applied for

other Vocational High Schools.

The data of the research were quantitative and qualitative. The quantitative

data were taken from the questionnaire of students’ learning styles and the scoring

sheets of English speaking ability and academic performance. To deepen the

research finding and analysis, I employed the narrative data from the interview

transcripts of 3 participants by exploring their lived-experience. Bradley (2002)

states that lived-experience covers two senses. The first sense is the past

experience which accumulates over time and affects the recent responses to the

world. The second sense is the present experience which derives from the effect of

the past experiences. Further, the lived-experience of the students relates to their

behavior manifestation which differentiate the students’ unique identity with other students. The students’ lived-experience was textually transcripted to reflect their meaningful expressions of the research variables as Van Manen (1990) which

states that people’s lived-experience is legible since they can express their conscious events in their lives using the language.

Since the population was from tenth graders of Vocational High School,

therefore the scoring indicators of English speaking ability and academic

performance was to fulfil the competence standard in syllabus. The competence

standard for the tenth graders was ability to communicate with English in novice

levels. English subject in vocational high school is regarded as practical study

since Vocational High School students orient to have a job after they graduate.

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with their job fields. The students are prosecuted not only to be able to speak

English but also competent in which they have to be capable in English in formal

or informal situations.

D. Problem Formulation

This research investigated correlation among variables of students’ learning style, English speaking ability and academic performance. The interview

transcripts analysis of participants’ lived-experience related to the variables were exposed to support the quantitative analysis. The problems of the research were

formulated as :

1. Is there a correlation between students’ learning style and their academic performance of the tenth grade students of Pangudi Luhur Tarcisius 2

Semarang Vocational High School?

2. Is there a correlation between students’ English speaking ability and their academic performance of the tenth grade students of Pangudi Luhur Tarcisius

2 Semarang Vocational High School?

3. Is there a correlation between students’ learning style and their English speaking ability of the tenth grade students of Pangudi Luhur Tarcisius 2

Semarang Vocational High School?

4. Is there a correlation between students’ learning style, their English speaking ability, and their academic performance of the tenth grade students of Pangudi

Luhur Tarcisius 2 Semarang Vocational High School?

5. What do 10th grade students have on lived-experiences of learning, English speaking, and academic performance?

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E. Research Goals

This research focused on the correlation of students’ learning style which was identified by using Kolb’s learning styles inventory with the principle of experiential learning theory, English speaking ability, and academic performance.

The students’ learning styles and English speaking ability were the independent variables to complement the students’ academic performance as dependent variable. The first goal was to find out the correlation among the research

variables based on the quantitative and qualitative research findings. To get the

data of students’ learning style, questionnaire of Kolb’s Learning Styles inventory and in-depth interview with 3 participants were used. For the English speaking

ability data scores, I used the scoring sheet from speaking class activities. For the

students’ academic performance, I used the scoring sheet of the second semester test of English speaking.

The second goal was to find out the best conceptualisation resulted from

the statistical correlation among variables. In accordance, this second goal

provided an analysis and interpretation based on the quantitative and qualitative

results. The data to meet quantitative analysis and interpretation were from the

statistical analysis result of correlation between students’ learning style, their English speaking ability, and academic performance. The data to meet qualitative

analysis and interpretation were from interview transcripts.

F. Research Significance

The main significance of doing this research was to give contribution to the

correlation study of students’ learning style, their English speaking ability, and academic performance. The correlation resulted to the general concept of

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preferred learning styles and their English speaking ability to get better academic

performance. The proper learning styles and their English speaking ability were

regarded as the significant factors so that the students had more participation in

the English learning activities. Various English materials needs various ways of

learning as well since the emphasis of learning outcomes was also different. The

recognition and identification of how students learn and also the role of English

speaking ability as learning experience affected the students’ academic performance. Added by the fact that English is not the second language for most

students, awareness of how importance to master English was needed.

The research was done in the scope of English subject in Vocational High

School. Hopefully, related educational elements such as students, English

teachers, other subject teachers, school, and general readers will get significance

after reading the research. The significane of the research for the students is

hopefully they will be able to identify their learning styles and consider their

English speaking ability as the trigger to have organized academic performance.

Hence, the research may give the students larger perspective on how they should

study inside or outside the class. For the English teachers, hopefully they are able

to manage better teaching activities by guiding the students to use preferred

learning styles. For the school, they can arrange the curriculum guidance or

manual in advance based on the students’ preferred learning style. The school curriculum may provide major lines of how teachers should manage the teaching

and learning process and how students should be active in learning activities. For

the general readers, they are able to determine how they should learn certain

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CHAPTER II LITERATURE REVIEW

This chapter defines the research problems logically. Theoretical reviews

and previous studies related to variables of the research are exposed. The first

section is theoretical review and the second section is theoretical framework and

hypothesis. The first section explores the theories related to learning style, English

speaking ability, academic performance, and Vocational High School are rolled

out. Then, previous studies are included as the next reference in order to support

the wider view of current research. The second section summarizes the theories of

the first section to predict the hypothesis.

A. Theoretical Review

In this part, theories related to learning style (learning and language

learning), speaking ability, academic performance, and vocational school

including its curriculum are presented.

1. Learning

Learning is the process of getting new knowledge which embodies new

learning experience. Burns (1995:99) states that “learning is a behaviour change of learners whether it is observable behaviour or internal processes such as

thinking and emotion”. If the learners are able to memorize their learning experience and then they are motivated to add their learning experience, then the

change of learners’ behaviour occurs frequently. The learners need the support of comfortable learning environment in order to stimulate their learners’ attractiveness in learning. The learning experience can be transmitted among the

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learners when they interact each other. In every interaction, there must be a trade

of information which may be new information for some learners. The transfer of

learning experience is critical since the learners must have previous knowledge of

learning materials before they get new knowledge or they will get misled with the

new knowledge. For example, if some learners face a theory of English passive

sentence but they have not mastered the theory of verb agreement, then the

learners will not be able to comprehend the English passive sentence accurately.

Burns (1995) also considers the role of educational background of learners as the

aspect of the learners’ behaviour changes. Learners tend to behave differently after they finish certain education levels to show the learners’ degree of education.

Learners also can get the learning experience from the formal or informal

learning and teaching activities. Educational institutions as the places for the

learners to get the learning and teaching activities play important role to increase

the learners’ understanding of certain learning materials. Bransford and Schwarts (1999) state that learners are able to improve their own education level when they

get new information or knowledge. Learners which possess creativity, motivation,

and curiosity are able to search for other relevant learning materials. Hence,

learning materials based on the learners’ expectation need to be provided so that the learners can find the learning materials and confirm their understanding of

learning materials quickly.

Learning is also the tool for the learners to get closer with their

environment. Kohonen, Riitta, Pauli, and Jorma (2001) explain that learning is a

holistic process of relating to the world. Learners use the objects from their

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their environment includes learning, thinking, and acting as a cyclic process.

These modes of learning are integrated in one mode and they affect each other. It

means that learning, thinking, and acting relate each other since once a mode

changes in the quantity and quality of learning, other modes follow the changes

automatically. More materials are learned, more thinking and acting are

established. The learners are able to conduct their own learning system based on

their learning experience and learning objectives. The learners do not need to wait

for their teachers or instructors’ guidance to learn something. They improve their

own understanding of learning materials if they do not get sufficient learning

materials from their teachers.

The learners’ experience in learning plays an important role in speeding up the process of further learning. In this case, learning experience becomes the

trigger of gaining learners’ curiosity in finding related previous learning materials.

Kolb (1984) defines learning theory as experiential learning which refers to

learning experience. In experiential learning theory, the learners’ knowledge and skill are 2 improved capabilities once the learners increase their learning

experience. Thus, knowledge and skill gained in one situation of learning

activities become the instruments of understanding various learning situations that

follow. In addition, the learners are able to overcome any problems may occurs

during the process of learning since they already have basic understanding of the

learning materials.

When the learners learn something, they relate the learning process with the

object which is going to be learned or understood and also relate to the personal

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understanding theories and applying the theories in the learners’ real lives or adding new theories from new learning materials. Then, learning is a continuous

process of searching the personal benefit to the learners. Certain topics in the

learning materials can be used by learners to improve their lives quality. Any

objects around the learners can be used as the tools for learning exploration. Then,

learning is regarded as the developmental process of the learners.

Previous learning materials that the learners have mastered become the basic

pre-knowledge in learning new materials. Brown (1994) states that any learning

situation can be meaningful if the learners have meaningful learning system which

arranges a disposition to relate the new learning task to what they already know.

Once the learners have good basic knowledge, they will be easier and quicker to

learn new learning materials. The learning system provides learners clear

framework of what, how, and when to learn. The learning task results to how good

the learners understand the learning materials. The learning task also encourages

the learners to find more learning materials in order to fulfill the curiosity of

learning task completion.

Learning theories can also be seen from three paradigms. They are

behaviourism, cognitive, and sociocultural paradigms (Scarino and Liddicoat

2009). Behaviourism relates to the stimulus-response association. The focus is on

the observable behaviour rather than the learning. Certain learning process must

be mastered gradually in order to have systematic process of learning. Cognitive

framework is the mapping process of learners based on their existing framework

of knowledge and understanding. The mapping process is contextual since once

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and understanding also changes adjusted to the characteristics of the learning

situation. Sociocultural perspective considers the process of learning based on

social, cultural, historical, and institutional context. The emphasis of this

perspective is on the interaction of learners with their environment. Interaction

becomes the main tool to get more learning experience.

Students and teachers are parts of educational institutional which should

integrate the learning experience they posses to exchange knowledge and skill. To

enrich the learning experience, students as the main object of teaching and

learning process have to find the source of knowledge not only from their

teachers, but also from various learning sources such as internet and books. Hsu

(1999) states that learning is an interactive process resulted from students’ and teachers’ activity in a specific learning environment. Focusing on the teachers in a learning process may lessen the students’ creativity in organizing the learning materials since the learning activities are already constructed and instructed by the

teachers. On the other hand, not all students have the same levels of receiving

knowledge or mastering skill transfer capabilities. Therefore, the students have to

be creative in improving their learning activities based on their level of learning

competences.

2. Language Learning

The theories of language learning are interrelated with the theories of

learning. Krashen (1981) emphasizes the theory of learning on the conscious

knowledge of language acquisition. Language becomes the means of studying.

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language is means of learning. The culture of the language defines how the

language may be interpreted differently by the language users. Learning a

language which uses internationally, for example English, is very useful to

support the learners interact more globally. The role of English as the bridge of

global communication brings more motivation for the learners to master the

language. Language learning becomes more important if the language being

learned is used more frequently in the learners’ lives.

Scarino and Liddicoat (2009) view language learning from behaviourism,

cognitive, and sociocultural paradigms. Based on the behaviourism paradigm

which focuses on the learners’ behaviour based on their learning experience, the emphasis of language learning is on the grammar or translation method. The level

of mastering grammar or translating affects the learners’ behaviour to apply the language in their lives. In this case, the learners may have different meanings of

certain language if they do not master the grammar yet and they will respond

inappropriately as the consequent. The cognitive paradigm emphasizes the

language learning on the knowledge building system through determined

interaction such as during the lesson. The learners get additional knowledge from

the interaction with their classmates or teachers. The sociocultural paradigm

deepens the language learning based on the interaction through general social

lives of the learners.

Language users’ experiences in facing and involving various conversation also affect the language users’ perspective in choosing language style used. Shohamy (2007) states that languange changes constantly based on the language

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language learning is open for changes or dynamic in used based on the culture of

where the language is used. To understand the language culture, the language

users need to understand the environment which forms the language application.

The language users have to interact with various environments in order to gain

more culture of the language application. Then, language is used as a tool of

creating social activity. School as a formal educational institution also provides

social activity for the school elements especially for the students. The students

become the focus of language learning since they hope for progress in language

knowledge and skill.

Language can also be used as a tool of learning or a subject to be learned.

Halliday (1992) proposes a language learning models with three outcomes. They

are students learn language, students learn through language, and students learn

about language. Learning a language is an ongoing process since learners can

study the language and learn through language as a stretch from the process of

interaction. The outcomes show that social interaction between students and other

learners enables students to develop a resource for making meaning, a tool for

interpreting and organizing reality and knowledge about language. In this case,

when certain students have difficulty in understanding language learning

materials, they can ask other learners to clarify the problems. By enhancing social

interaction, the students are able to enrich their language knowledge from

different culture of the language learners.

In discussing learning and language learning, second or foreign language

learning, the role of first language learning cannot be ignored. The role relates to

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means the level of basic comprehension and knowledge that the learners originally

have. When they interact with other learners, then they may adjust their language

learning based on the culture they deal with (nurture). Naturally, the learners also

use the understanding of their first language to learn second language. When

learning a new language, the learners should adjust the grammatical rules and

language culture of their first language to the new language. Some problems occur

if the pronunciation and the grammar of the first and second language is different.

Therefore, the understanding of general use of language learning should be

defined by the learners in order to understand the culture of learning new

language.

The main objective of learning a language is to have communicative

competence. English is a language which is internationally used and hence, many

people have a great interest in studying English to support their global

communication competence. Social approval of English usage is visible since the

nature of English is the international language used in most aspect of international

trading and communication. Spolsky (1992) states that learners prefer to learn a

language which is applied in various social lives so that the language learners

learn have stronger value in being able to communicate with various language

users from other cultures. The previous Spolsky’s statement supports the ideas that when the learners deal with a language which enables them to extend their

communication field, the learners are more encouraged to learn the language more

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3. Learning Style

Various individuals possess various ways in understanding or mastering

learning material. The learning style of the individuals represents the best way of

acquiring learning materials on the learners’ perspectives. Harmer (1983) states that learning style is personal character which differentiate the way the person

learns with other persons. Students at school become learners when they deal with

certain subjects based on the school curriculum. The way students learn varies

based on from what they feel, see, hear, and concern in their previous learning

experience. Learning style is a continuum in which the style can change along

with the duration of learning experience (Kolb 1984). The process of learning is

done to achieve certain goals. The process results to the preference of how

students learn and deal with the learning materials. Learning style keeps changing

since the students expect more in their academic performances. The change can be

affected by the dissatisfaction of the previous learning styles and their academic

performances.

The role of learners’ learning experience relates to how frequent the learners deal with various learning situation. Kraus, Reed, and Fitzgerald (2001) states

that an individual’s adjustment to receive information from different learning situation is the learning style of that individual. Then, learning environment gives

a big effect to form the learning style as well as to add the learning experience of

the learners or the students at school. The students interact with their friends and

they are guided by their teachers to behave and position themselves appropriately

based on the class condition. The class condition involves any learning materials,

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20

15

10

25

30

100 No

Names

Pronounciation

Vocabulary

Grammar

Comprehension

Fluency

Final Score

1 Ananda Putri

15

7

6

20

25

73 2 Ani Puji L

16

10

7

20

25

78 3 Arapik Oky M

10

6

15

52 4 Birgitha Adila Pratiwi

17

12

7

20

25

81 5 Debora Dewi

14

11

7

20

25

77 6 Destri Ayuningtyas

18

14

8

22

24

86 7 Dhani Kasrudi

12

8

7

18

15

60 8 Eko Widayati

18

14

9

22

20

83 9 Febe Sylvia

18

14

7

22

24

85 10 Fifi Tianna

14

11

7

20

72 11 Is Apri Setyaningrum

15

10

7

20

72 12 Lisa Febriani

12

8

18

15

61 13 Muhammad Safi'i

18

15

7

20

80 14 Puput Ferianti

16

8

7

20

18

69 15 Serlina Friska Rahma Sari

15

10

6

20

15

66 16 Yuni Ratnasari

16

8

7

20

71 17 Agus Riyadi

10

7

15

57 18 Anita Saraswati

15

10

7

20

72 19 Elisabeth Saron Kumambow

17

10

8

22

25

82 20 Enzi Gadis Laksamawati

18

10

9

24

25

86 21 Fini Rositawati

10

8

18

20

64 22 Ika Rahayu

15

8

6

15

20

64 23 Kartika Sari

15

10

8

20

25

78 24 Krisma Surya Putri

15

12

7

20

74 25 Puji Sudiati

15

12

8

21

25

81 26 Reno Pandupi

10

8

6

15

20

59 27 Revie Wijayanti

15

12

8

21

20

76 28 Sekar Putri Setyoningtyas

13

8

20

69 29 Setyo Windi

14

10

7

22

20

73 30 Triana Ningsih

17

12

9

22

25

85 English Teacher,

Yuli Triastadi

ACADEMIC PERFORMANCE

Appendix 8 Academic Performance Scores

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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MOTHER, HOW ARE YOU TODAY?

Mother, how are you today?

Here is a note from your daughter.

With me everything is ok.

Mother, how are you today?

Mother, don't worry, I'm fine.

Promise to see you this summer.

This time there will be no delay.

Mother, how are you today?

Verse :

I found the man of my dreams.

Next time you will get to know him.

Many things happened while I was away.

Mother, how are you today?

Appendix 9 Lyrics of ‘Mother, How Are You Today?’

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Appendix 10

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Appendix 11 F Coefficient Table

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4 E1 E2 E3 E4 F1 F2 F3 F4 G1 G2 G3 G4 H1 H2 H3 H4 I1 I2 I3 I4 CE RO AC AE Diverger Assimilating Converging Accomodating

1 Ananda Putri 4 4 3 4 4 4 4 3 4 4 4 4 4 3 3 4 4 3 4 3 4 3 3 3 3 3 4 4 3 3 3 3 3 3 3 3 22 20 20 21 42 40 41 43

2 Ani Puji L 4 4 4 4 4 2 4 3 2 1 4 4 4 4 3 2 3 1 4 4 4 2 3 3 3 1 3 4 4 4 4 4 3 4 4 3 21 19 20 21 40 39 41 42 3 Arapik Oky M 3 3 3 4 3 3 3 3 3 3 3 3 4 4 3 3 3 3 3 3 4 3 3 3 3 3 4 4 3 4 4 4 3 3 3 4 20 19 19 20 39 38 39 40 4 Birgitha Adila Pratiwi 3 3 2 4 2 4 4 3 2 4 4 3 3 4 3 4 3 2 3 3 3 3 2 2 3 4 4 4 2 3 4 4 3 2 3 4 20 17 18 19 37 35 37 39 5 Debora Dewi 4 3 3 4 4 2 4 2 3 2 4 2 3 3 3 2 2 3 3 4 3 3 3 2 3 2 3 3 2 3 3 4 3 2 1 4 19 17 13 20 36 30 33 39 6 Destri Ayuningtyas 4 4 2 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 4 4 4 4 4 3 4 3 4 4 4 4 4 3 3 4 4 4 23 23 22 24 46 45 46 47 7 Dhani Kasrudi 4 3 4 4 4 3 4 3 4 3 4 3 3 3 3 3 4 3 3 4 4 3 3 4 3 3 4 4 4 3 4 4 4 3 4 4 21 21 20 23 42 41 43 44

8 Eko Widayati 4 4 3 4 4 3 4 3 3 3 4 4 4 4 3 3 2 3 3 4 4 4 3 4 4 4 4 4 4 3 4 3 4 4 3 4 22 21 20 24 43 41 44 46 9 Febe Sylvia 4 3 4 4 3 2 4 3 4 2 4 2 3 3 2 2 3 2 2 3 4 4 2 2 4 2 3 4 2 4 4 4 2 3 3 4 20 18 15 21 38 33 36 41 10 Fifi Tianna 4 4 4 4 4 3 4 4 4 3 4 3 4 4 4 4 4 4 4 3 4 4 3 4 4 4 4 4 3 3 3 4 3 3 3 4 22 21 20 23 43 41 43 45 11 Is Apri Setyaningrum 4 4 4 4 4 2 4 4 4 2 4 4 4 4 4 4 4 4 3 3 3 4 4 4 3 1 4 4 3 3 3 4 3 4 3 4 22 22 20 23 44 42 43 45 12 Lisa Febriani 2 3 3 4 3 2 4 2 3 2 4 2 3 2 2 3 3 3 3 2 4 3 3 2 3 3 4 4 3 3 3 3 3 3 3 2 17 17 14 19 34 31 33 36 13 Muhammad Safi'i 4 3 4 4 4 4 4 4 4 4 4 4 4 4 3 4 3 4 3 4 4 3 4 4 4 4 4 4 4 4 4 4 3 4 4 4 24 22 23 23 46 45 46 47

14 Puput Ferianti 4 4 3 4 4 3 4 3 4 0 4 4 4 4 3 4 4 3 4 4 4 3 3 4 4 3 4 4 4 4 4 4 4 3 3 4 19 22 21 23 41 43 44 42 15 Serlina Friska Rahma Sari 3 3 3 4 3 3 4 3 4 3 4 3 2 3 3 3 3 2 3 3 4 3 3 3 3 4 4 3 2 2 3 4 3 2 2 3 18 19 16 18 37 35 34 36 16 Yuni Ratnasari 4 4 4 4 3 3 4 4 4 3 4 3 3 3 3 3 3 4 3 4 3 3 3 4 4 2 4 4 3 3 3 4 2 3 3 4 21 20 19 21 41 39 40 42 17 Agus Riyadi 3 3 2 3 3 2 4 3 3 3 4 3 4 3 3 2 3 2 2 3 4 3 3 3 3 2 4 3 3 3 2 4 1 3 2 3 21 15 16 19 36 31 35 40 18 Anita Saraswati 4 4 3 4 4 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 2 3 3 3 4 3 4 3 3 3 3 3 4 3 2 3 19 20 17 19 39 37 36 38 19 Elisabeth Saron Kumambow 3 4 4 4 4 3 4 3 4 3 4 4 4 4 3 4 3 2 3 4 3 4 2 4 4 3 4 4 4 3 3 4 2 4 3 4 22 18 20 24 40 38 44 46

20 Enzi Gadis Laksamawati 4 4 4 3 3 3 3 3 3 3 3 3 4 4 3 0 2 3 3 3 2 3 3 3 4 3 4 3 3 3 3 3 4 3 2 3 20 20 17 18 40 37 35 38 21 Fini Rositawati 3 3 4 3 3 2 3 3 3 2 3 3 3 3 3 2 3 2 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 2 1 4 16 18 15 19 34 33 34 35 22 Ika Rahayu 3 3 4 3 3 2 3 3 3 2 2 2 3 3 2 2 3 2 2 2 3 3 3 2 3 2 3 4 3 2 3 4 3 3 2 2 18 18 12 17 36 30 29 35 23 Kartika Sari 4 3 4 3 4 3 4 4 3 3 4 3 4 4 3 3 3 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 2 4 3 3 23 19 19 22 42 38 41 45 24 Krisma Surya Putri 3 4 4 4 4 3 3 3 3 3 3 4 4 4 3 4 3 4 4 4 4 4 3 4 4 4 4 4 3 4 4 4 4 3 3 4 20 21 21 22 41 42 43 42 25 Puji Sudiati 4 4 4 4 4 3 4 4 4 4 4 3 4 4 3 2 2 3 4 4 4 4 4 4 4 4 4 4 2 3 3 3 2 4 2 4 23 21 18 22 44 39 40 45

26 Reno Pandupi 3 3 4 3 4 2 3 2 4 3 3 3 4 4 3 2 3 2 2 3 4 4 3 3 3 3 4 3 4 3 3 4 3 2 3 3 19 18 17 21 37 35 38 40 27 Revie Wijayanti 4 4 3 4 4 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 2 3 3 3 4 3 4 3 3 3 3 3 4 3 2 3 19 20 17 19 39 37 36 38 28 Sekar Putri Setyoningtyas 4 3 4 4 4 3 4 4 3 3 4 4 4 4 3 3 4 3 4 4 4 3 3 3 3 4 4 4 3 4 4 4 3 4 4 4 23 20 21 22 43 41 43 45 29 Setyo Windi 2 1 3 4 3 2 4 3 4 2 4 3 4 4 4 3 2 2 3 3 2 3 2 3 3 4 4 4 3 3 3 4 2 3 2 4 19 15 17 21 34 32 38 40 30 Triana Ningsih 4 3 4 4 4 3 4 3 4 3 4 3 4 4 3 3 3 2 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 3 3 23 22 20 23 45 42 43 46

No Names Statements Modes Kolb's LS

Appendix 12

Data Scores of Questionnaire

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(6)