M01205
1
Students’ Learning Styles: A study on Academic Writing Class
Semester I/ 2012-2013
Abstract
According to the Minister of Education’s regulation (Kemendiknas) No
22, 2006, one of the purposes of the teaching of English in Indonesia is to
help students develop their communication skills, both the oral and written
ones. In order to achieve that, teachers have to bear in mind throughout
the teaching learning process; every learner learns and processes
information differently. The way learners learn something and process
information is unique and different from one another. There are several
models of learning styles proposed by different language experts and
psychology, and of which was proposed by Knowles (1982). They are
concrete, analytical, communicative, and authority-oriented learning
styles, each with special characteristics and distinctive, interesting
learning habits. This study aims to identify the different learning styles
that Academic Writing students in Semester I/ 2012-2013 had. Research
was conducted at the Faculty of Language and Literature, SWCU Salatiga
with the 23 students as the participants. Data on the characteristics and
unique habits of the students’ learning styles were derived mainly through
six reflective journals submitted via email throughout the semester.
Findings show that the students in the Academic Writing class have
different learning styles; all types were found among the students. This
piece of study hopefully can enrich our horizon as lecturers and educators
about the diversity and variety of students’ learning styles and processes.
Introduction
Every learner learns and processes information differently. The way learners learn
something and process information is unique and different from one another. Learning styles and
cognitive styles are different. Cognitive styles are defined as individual characteristics of
cognitive processing, and this process is particular to certain individuals. While learning styles
are the manners in which learners perceive, interact with, and respond to the learning
2
environment. Components of cognitive styles are cognitive, affective, and psychological. All of
them are strongly influenced by cultural backgrounds. Learning styles, on the other hand, can be
classified in three general ways; perceptual modality, information processing, and personality
patterns. The one that becomes the focus of this study is perceptual modality. i It is defined as
how we perceive many aspects of the world; trough vision, hearing, or body movements. About
the close ties between individual learner differences and learning styles, Mariani (1996) further
states that
“Learning styles are one of the many kinds of individual differences which affect
learning - age, aptitude, general intelligence, modality preferences (e.g. visual,
auditory, kinaesthetic), motivation and sociocultural factors being other
important variables in this respect (Skehan 1989, 1994).”
Mariani (1996) then draws a figure showing the relationship between learning styles and
learning strategies. The complex relationship is summarized in the figure below.
Personality
|
Learning style
|
Learning strategies
|
Techniques/Tactics
Personality is found at the top. It is the “very general basic individual character
structure”. Learning styles are in the second place after personality. It is defined as how
personality works in a learning context, in the classroom, as an example. Styles reflect an
individual learner‘s consistent and preferred learning approach; that is, an approach which he or
she exhibits in a wide range of situations and contexts, not only in school contexts. A person‘s
style affects the kinds of learning strategies. A learning strategy consists of a group of tactics or
techniques. This is the only level which can be seen or noticed. This is what we see when we
look at what a learner actually does in the classroom.
3
Rooting from my interest in how second language learners learn English, I formulated
one research question to answer in this study, that is, “What are the Academic Students’ learning
styles?” Thus, this study has one basic aim, that is, to identify Academic Students’ learning
styles. Due to limitation of time and space, the analysis will be focused on data dealing with
students’ journals about classroom behavior, teacher behavior, and aspects of language that
students liked most. Classroom behavior includes activities that students liked most, some of
which are games, problem solving, discussions, consensus building, tracking down ideas, routine
activities, or whole-class sharing, or writing.
Perceptual modalities define “biologically-based reactions to physical environment and
the way learners adopt data”. There are three kinds of learning styles according to this theory.ii
The first kind is visual learners. Just like the name, visual learners learn through their sight.
They need to see teachers’ expressions and gestures to understand the lesson well. Diagrams,
illustrations, videos, hand outs, and other kinds of visual displays really help them to learn best.
Another kind is auditory learners. They learn through listening. These learners learn best
through lectures, discussions either whole-class or group discussions, or any other kind of
listening activities. Reading aloud and listening from tape recorder or videos also help them.
These learners uniquely interpret meanings through voice, pitch, and speed of speech.
The next is kinesthetic learners. These learners are simply defined as people who learn
through moving, doing, and touching. They always explore the world around them, and cannot
be silent and do nothing for long periods. They are easily distracted by the need to do activities
and to explore. This theory, however, is not the only one proposed on learning styles.
In line with this theory, Richards (2005: 60-2) in his book Reflective Teaching, also
mentions another model of learning styles; he proposed some categories of learning styles. They
are arranged based on Knowles (1982)’s suggestions. They are concrete, analytical,
communicative, and authority-oriented learning styles. Learners with concrete learning styles
use direct and active means to process information. These learners are curious, spontaneous, and
risk-taking. They hate routines and written works. But they like verbal and visual experiences.
Being physically involved in is what they like. Richards and Lockhart (2005) further state that
concrete learners tend to learn by games, pictures, video, and enjoy working in pairs. TroyM
4
(2013) strengthens this idea and mentions that concrete learners like to ask why, and they learn
mostly from experiences and reflection. Anglistika (2008) adds that concrete learners are
interested in language use and language as communication rather than language as a system.
Games and group work are what they like best.
Different from concrete learners, analytical learners like problem solving and enjoy
developing principles. They tend to be independent. Logical and systematic way of presenting
new materials pleases them. However, they are very serious, and often push themselves to hard.
Therefore, they are prone to failure easily (Richards and Lockhart, 2005). They like to learn
grammar and read text books. They also want their teacher to let them find their own mistakes.
The Faculty of Teaching and Learning (2013) adds that analytical learners hate making mistakes,
and think seriously before speaking. They like studying grammar and working with great details.
Convergers, or analytical learners, in Anglistika’s term (2008) mentions that they tend to avoid
groups; but they are independent and confident with their abilities.
The third kind of learners is the communicative ones. These learners like to learn by
talking or listening to native speakers like Americans or Australians. Talking to peer students or
watching TV in English also excite them. They like personal interaction, group discussion, and
they like personal feedback. Anglistika (2008) again supports this idea, stating that these learners
are language-use oriented, and are interested in social interaction with other language users,
rather than with the analysis of language. Even without the guidance of a teacher, they are happy
to learn.
The last kind is authority-oriented learners. They are responsible, dependable, and
learn best in traditional classrooms. They perceive teachers as source of authority. They like
clear instructions but dislike discussions. They like their teacher to explain everything for them,
and they want to write everything in their textbook and want to have their own book.
From all those sources, the characteristics of all types of learners, that is, concrete,
communicative, analytical, and authority-oriented, can be summarized in a table as follows:
Concrete learners
Analytical learners
Communicative
learners
Authority-oriented
learners
5
Curious
spontaneous
hate routines &
written work
like verbal &
visual
experiences
like to learn by
games, pictures,
videos,
enjoy working in
pairs
interested in
language use &
language as
communication
like problem
solving &
developing
principles
tend to be
independent
logical and
systematic in
presenting
things
very serious
like to learn
grammar &
read text books.
hate making
mistakes
Think seriously
before speaking
work with great
details
tend to avoid
groups
independent
confident with
their own
abilities
like talking
& listening
to native
speakers
like to talk to
peer students
like to watch
TV in
English
like personal
interaction,
group
discussion,
& feedback
interested in
social
interaction
rather than
analysis of
language
happy to
learn, even
without the
guidance of a
teacher
responsible
dependable
learn best in
traditional
classrooms
see teachers as
the source of
authority
like clear
instructions
dislike
discussions
want the
teacher to
explain
everything
want to write
everything in
their textbook
want to have
their own book
Based on the summary table, I then analyzed the students’ learning styles. Each learner
is clearly unique and has his/her own special characteristics.
The study
The setting of this study was at the Faculty of Language and Literature, at Satya Wacana
Christian Salatiga, where I was teaching. To be more specific, I conducted this study in one of
my classes, that is, Academic Writing, in Semester I/ 2012-203. It was the highest writing classes
before students go to thesis proposal writing. Considering that it was worth 4 credits (100
minutes x 4), I decided that I did my research there. I would have a lot of time dealing with the
students, and thus, they had enough time to help me with my research.
The participants of my research were 23 students, mostly from 2010 class year, or the
fourth semester students, to which the course was normally offered. This study took place in
6
Semester I, 2012-2013 Academic Year, or from September to December 2012. In the classroom,
there were five male students, and eighteen female students. The descriptions of the students’
profiles are presented below. For research ethics, I did not use the participants’ real names.
Instead, I used initials to name the students.
No
Students’ initials
Sex
Class year
1.
Student A
F
2010
2.
Student B
F
2010
3.
Student C
M
2010
4.
Student D
F
2010
5.
Student E
F
2010
6.
Student F
F
2010
7.
Student G
F
2010
8.
Student H
F
2010
9.
Student I
F
2010
10.
Student J
F
2010
11.
Student K
F
2010
12.
Student L
M
2010
13.
Student M
F
2010
14.
Student N
F
2010
15.
Student O
F
2010
16.
Student P
F
2010
17.
Student Q
M
2006
18.
Student R
M
2010
19.
Student S
F
2010
20.
Student T
F
2010
21.
Student U
M
2010
22.
Student V
F
2008
23.
Student W
F
2010
During the whole semester, consisting of 14 weeks, I assigned the students to write 5
journals altogether on different topics. On average, the students had to write every other week.
The topics were, respectively, classroom behavior, teacher behavior, and aspects of language,
group work, and types of learners. From the journals they submitted I then tried to link their
7
opinions with characteristics of each learning style mentioned in the theories. Data were then
interpreted and the findings presented.
Discussion
In this section, students’ opinions on the three questions answered in the journals are
presented and discussed. The first question is related to favorite classroom activities, the second
favorite aspects of language, and the final one group and individual work. Data were mainly
derived from journals, and additional data were derived from students’ answers via email that I
sent at the end of June 2013, in order to validate answers that I already got from them. The last
question that I asked was, In your opinion, which type of earner are you? Are you concrete,
communicative, analytical, or authority-oriented students? I also gave the descriptions of the
characteristics of each type of learner to them, so that they could easily see, which type of learner
they were. From all students whom I sent my email to, only nine responded by replying my
email and they were Student A, Student E, Student F, Student J, Student K, Student O, Student P,
Student T, and Student W.
From the 23 students who became my participants, I found there were 5 (five) concrete
students, 11 (eleven) students with communicative learning style, 6 (six) students with analytical
learning style, and only one student was authority-oriented. Further elaboration was as follows.
Concrete learners
To refresh our mind, let me review a bit about concrete learners. These learners are
curious, spontaneous, and risk-taking. They try to avoid routines and written works. But they like
verbal and visual experiences. They like being physically involved. Richards and Lockhart
(2005) further state that concrete learners tend to learn by games, pictures, video, and enjoy
working in pairs. TroyM (2013) strengthens this idea and mentions that concrete learners like to
ask why, and they learn mostly from experiences and reflection. Anglistika (2008) supports this,
saying that concrete learners are interested in language use and language as communication
rather than language as a system. Games and group work are what they like best.
Students belonging to this group were Student A, B, E, P, and T. in general, these
students like games in the class activities, and they enjoy problem solving and discussion also.
8
About her love to games, Student A said, “Games make our eyes wide open”. She also stated this
in her email at the end of July. Similar to Student A, Student B also stated that games and visual
aids attract her brain.
Student E, just like her statement in her email, also belonged to this group; she liked
discussion a lot, and her reason was because in discussions, she feels free to share and gives
opinions to her friends. In line with her was Student P, who loved practicum classes as well as
problem solving. For her, “Problem solving is attractive. When there is a problem, the whole
class tries to solve it.”
As underlined by Knowles (1982), learners with concrete learning styles use direct and
active means to process information. They are curious, spontaneous, and risk-taking. They hate
routines and written works. But they like verbal and visual experiences. Being physically
involved in is what they like. Richards and Lockhart (2005) further state that concrete learners
tend to learn by games, pictures, video, and enjoy working in pairs. All students belonging to this
group who became my participants enjoyed working in pairs or in groups.
Analytical learners
Again, let me review about this type of learners. Different from concrete learners,
analytical learners like problem solving and enjoy developing principles.
They liketo be
independent, logical and systematic. However, they are very serious, and often push themselves
to hard. Therefore, they are prone to failure easily (Richards and Lockhart, 2005). Learning
grammar and reading text books are their favorite activities. They also want their teacher to let
them find their own mistakes. The Faculty of Teaching and Learning (2013) adds that analytical
learners hate making mistakes, and think seriously before speaking. They like working with great
details. Convergers, or analytical learners, in Anglistika’s term (2008) mentions that they tend to
avoid groups; but they are independent and confident with their abilities.
Quite many students belonged to this kind of learner. They were Student G, H, I, M, N,
O, and S. Just like the characteristics of these learners, these learners were very careful with their
language. These learners, as Anglistika (2008) claims, are very independent and confident. They
are very serious, and often push themselves too hard. They love learning grammar and reading
9
text books. They always work with great details. Student O confirmed this, and the following is
her statement in her email:
“I am very serious and independent in doing the assignments. I will give my best
in every detail thing. Moreover, I, myself, like grammar subject very much. It can
be seen through how often I silently correct people’s grammar, especially in the
social media’s status. Haha…”
It is very clear then that this student is an analytical one. In almost every task given to
her, she did it carefully, and she also did a lot of consultation. As a final result, she always
excelled in her work. The other students also showed similar interests as Student O. They love
studying grammar which most students detest, and love reading. They seemed to be serious
students, very logical, and systematic in their way of thinking as well as working. Passion to
analyze sentence patterns and grammar rules is one of the characteristics of this type of learners.
Student I is one of the examples. She claims, “It is interesting for me to know more about the
language itself. And from this curiosity, I get knowledge about discourse about how and where
language is used.” Learning the rules and structure of language attracts these students more than
other aspects.
Communicative learners
As I mentioned above, these learners like to learn by talking or listening to native
speakers like Americans or Australians. Talking to peer students or watching TV in English also
excite them. They like personal interaction, group discussion, and they like personal feedback.
Anglistika (2008) again supports this idea, stating that these learners are language-use oriented,
and are interested in social interaction with other language users, rather than with the analysis of
language. Even without the guidance of a teacher, they are happy to learn.
Student C, D, F, J, K, L, Q, R, U, and V were classified as communicative learners. Just
as the theories state, these students like to learn by talking or listening to native speakers. They
love personal interaction, group discussion, and personal feedback. They are sociable learners of
language and more interested in language use rather than language analysis. In both her email
and journal, Student F mentioned that she liked speaking very much. Her being a talkative and
extrovert person made her like to talk to many people. She also liked networking with people.
10
Gathering information from people is beneficial for her. She was a very communicative student.
Below is her statement that strengthened this idea:
Talk about aspect of language that I like most is, speaking. …First of all is
because I’m a talk-active person, I love to talk every time with every person I
meet. The second one is, through speaking, I can make network with people. The
last is, speaking for me is a job…I’m a part-timer “penyiar radio” and a host,
and only by my own speaking skill, I can earn some money for myself.
The other students who belonged to this group also shared more or less the same
characteristics. Student J and K are two examples. In their email that they sent me, they claimed
that they were communicative students. Student J claimed that she liked to watch films or TV
series, and it helped increase her speaking ability. She also liked listening to native speakers,
though she often felt afraid and ashamed of making mistakes when talking to them.
Student K, in line with Student J, mentioned that she liked to analyze social interaction,
rather than analyze the language. She assertively claimed that she was a communicative learner.
Other students that I mentioned previously, Student C, D, F, L, Q, R, U, and V, all shared similar
characteristics as their communicative peers. They mostly liked speaking classes, and they
enjoyed having discussions with their peers. They also liked group work.
Authority-oriented learners
Authority-oriented learners are responsible, dependable, and learn best in traditional
classrooms. They perceive teachers as source of authority. They like clear instructions but dislike
discussions. Besides that, they want their teacher to explain everything for them, and they want
to write everything in their textbook and want to have their own book.
Not many students are of this type of learners. There was only one student who
mentioned that she belonged to this group, and she was Student W. The aspects of language that
she liked most were reading, listening, and speaking. However, she admitted that she enjoyed
working individually. In her email that she sent at the end of July, she mentioned that she was
authority-oriented. The following is her statement, “…I think I learn best in traditional
classroom, and tend to write every single thing that the teacher writes on the white board.” It is
thus clear that this student was a type of authority-oriented learner.
11
Conclusion
Every learner, absolutely, is unique. They are different from one another. One of the
characteristics that makes each of them unique and special is the way they learn and process
information. There are concrete learners, analytical learners, communicative, and authorityoriented learners. This is the model introduced by Knowles (1982), among other models.
As seen from my discussion on the findings, from all 23 participants that I had from my
Academic Writing class in Semester I, 2012-2013 Academic Year, there were only one
authority-oriented learner, seven analytical learners, five concrete learners, and the majority, ten
students (43.48%), were communicative. However, we, as teachers as well as educators, cannot
judge which type of learner is the best. Each has their own strengths and weaknesses.
As a whole, this study only focused on Knowles (1982)’s model of classifying learning
styles. Other studies can be done on other models proposed by different linguists or
psychologists like Gardner with his seven intelligences. More participants can be involved and
more data gathering methods like interviews and video recorded observation can be done.
In my understanding, it is the task of the teacher as the facilitator for these learners to
grow with their own styles, and teachers need to help them develop their potentials or strengths
in each unique style. As the final word, I hope this piece of study can be useful for other
researchers who are interested in the field of learning styles, and thus can help build better
relationship through better understanding from teachers to their students. By understanding each
student’s characteristics, including their learning styles, teachers can understand their students’
ways of thinking and working. They can also see with better perspectives how their students
process information received. Better teaching-learning process (TLP) hence is expected to be
realized in the classroom.
Quoted below is a very nice statement about teachers’ role in helping their students “start
with what they know” and “build on what they have”.
Go to the people
Live among them
Start with what they know
Build on what they have
Be of the Best Leaders
12
When their task is accomplished
Their work is done
The people will remark
We have done it ourselves
(Chinese Poem, Luciano Mariani)
---ooo000ooo---
References
Anglistika. 2008. “Describing Learners”. Retrieved on June 1, 2013 from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&ved
=0CD8QFjAD&url=http%3A%2F%2Fanglistika.files.wordpress.com%2F2008%2F10%
2Fdescribing_learners_motivation.ppt&ei=mem1UbuiM4uzrAfLICICw&usg=AFQjCNHpbNQMTNS91Fm0clUYe2mVm0Oeug&bvm=bv.47534661,d.
bmk
_____.
“Learning
Styles”.
N.d.
Retrieved
from
http://www2.wmin.ac.uk/eic/learning-
skills/cognition/learning_styles/cogn_styles.html on June 1, 2013
Bennet, Gina. “Getting To Know Our Students Through Formative Evaluation”. Retrieved June
1, 2013 from http://www.smace.org/tesol/resources/formative_eval.htm
Mariani, Luciano. Investigating Learning Styles. Perspectives, a Journal of TESOL-Italy – Vol.
XXI, No. 2/Vol. XXII, No. 1, Spring 1996. Retrieved from
http://www.learningpaths.org/papers/paperstyles.htm on august 6, 2013
Richards, Jack C and Lockhart, Charles. Reflective Teaching in Second Language Classrooms.
2005. Cambridge: CUP.
The Faculty of Teaching and Learning. Electronic Workbook. “Learning Differences: Global or
Analytical”. Retrieved on June 1, 2013 from
http://www.fctl.ucf.edu/events/gtaprograms/workbook/files/learnerdifferencesglobaloran
alytical.htmlg
TroyM. “Concrete Learners-The Learning Style of Diverters and Accommodators”. Retrieved on
June 1, 2013 from http://troym.hubpages.com/hub/Concrete-Learners-The-LearningStyle-of-Diverters-and-Accommodators
13
______________
i
______. “Learning Styles”. Retrieved from http://www2.wmin.ac.uk/eic/learningskills/cognition/learning_styles/cogn_styles.html
Writer’s Bio data
Listyani is a lecturer at the Faculty of Language and Literature, SWCU Salatiga. She finished her
Bachelor’s Degree in English Education from the Faculty of Teacher Training and Education,
SWCU in April 1995. She got the degree of Magister Humaniora from the English Language
Studies (ELS) Program, Sanata Dharma University Yogyakarta in 2006. Now she is pursuing a
Doctorate degree at Semarang State University (UNNES), at the Post Graduate Program of
English Education.
Students’ Learning Styles: A study on Academic Writing Class
Semester I/ 2012-2013
Abstract
According to the Minister of Education’s regulation (Kemendiknas) No
22, 2006, one of the purposes of the teaching of English in Indonesia is to
help students develop their communication skills, both the oral and written
ones. In order to achieve that, teachers have to bear in mind throughout
the teaching learning process; every learner learns and processes
information differently. The way learners learn something and process
information is unique and different from one another. There are several
models of learning styles proposed by different language experts and
psychology, and of which was proposed by Knowles (1982). They are
concrete, analytical, communicative, and authority-oriented learning
styles, each with special characteristics and distinctive, interesting
learning habits. This study aims to identify the different learning styles
that Academic Writing students in Semester I/ 2012-2013 had. Research
was conducted at the Faculty of Language and Literature, SWCU Salatiga
with the 23 students as the participants. Data on the characteristics and
unique habits of the students’ learning styles were derived mainly through
six reflective journals submitted via email throughout the semester.
Findings show that the students in the Academic Writing class have
different learning styles; all types were found among the students. This
piece of study hopefully can enrich our horizon as lecturers and educators
about the diversity and variety of students’ learning styles and processes.
Introduction
Every learner learns and processes information differently. The way learners learn
something and process information is unique and different from one another. Learning styles and
cognitive styles are different. Cognitive styles are defined as individual characteristics of
cognitive processing, and this process is particular to certain individuals. While learning styles
are the manners in which learners perceive, interact with, and respond to the learning
2
environment. Components of cognitive styles are cognitive, affective, and psychological. All of
them are strongly influenced by cultural backgrounds. Learning styles, on the other hand, can be
classified in three general ways; perceptual modality, information processing, and personality
patterns. The one that becomes the focus of this study is perceptual modality. i It is defined as
how we perceive many aspects of the world; trough vision, hearing, or body movements. About
the close ties between individual learner differences and learning styles, Mariani (1996) further
states that
“Learning styles are one of the many kinds of individual differences which affect
learning - age, aptitude, general intelligence, modality preferences (e.g. visual,
auditory, kinaesthetic), motivation and sociocultural factors being other
important variables in this respect (Skehan 1989, 1994).”
Mariani (1996) then draws a figure showing the relationship between learning styles and
learning strategies. The complex relationship is summarized in the figure below.
Personality
|
Learning style
|
Learning strategies
|
Techniques/Tactics
Personality is found at the top. It is the “very general basic individual character
structure”. Learning styles are in the second place after personality. It is defined as how
personality works in a learning context, in the classroom, as an example. Styles reflect an
individual learner‘s consistent and preferred learning approach; that is, an approach which he or
she exhibits in a wide range of situations and contexts, not only in school contexts. A person‘s
style affects the kinds of learning strategies. A learning strategy consists of a group of tactics or
techniques. This is the only level which can be seen or noticed. This is what we see when we
look at what a learner actually does in the classroom.
3
Rooting from my interest in how second language learners learn English, I formulated
one research question to answer in this study, that is, “What are the Academic Students’ learning
styles?” Thus, this study has one basic aim, that is, to identify Academic Students’ learning
styles. Due to limitation of time and space, the analysis will be focused on data dealing with
students’ journals about classroom behavior, teacher behavior, and aspects of language that
students liked most. Classroom behavior includes activities that students liked most, some of
which are games, problem solving, discussions, consensus building, tracking down ideas, routine
activities, or whole-class sharing, or writing.
Perceptual modalities define “biologically-based reactions to physical environment and
the way learners adopt data”. There are three kinds of learning styles according to this theory.ii
The first kind is visual learners. Just like the name, visual learners learn through their sight.
They need to see teachers’ expressions and gestures to understand the lesson well. Diagrams,
illustrations, videos, hand outs, and other kinds of visual displays really help them to learn best.
Another kind is auditory learners. They learn through listening. These learners learn best
through lectures, discussions either whole-class or group discussions, or any other kind of
listening activities. Reading aloud and listening from tape recorder or videos also help them.
These learners uniquely interpret meanings through voice, pitch, and speed of speech.
The next is kinesthetic learners. These learners are simply defined as people who learn
through moving, doing, and touching. They always explore the world around them, and cannot
be silent and do nothing for long periods. They are easily distracted by the need to do activities
and to explore. This theory, however, is not the only one proposed on learning styles.
In line with this theory, Richards (2005: 60-2) in his book Reflective Teaching, also
mentions another model of learning styles; he proposed some categories of learning styles. They
are arranged based on Knowles (1982)’s suggestions. They are concrete, analytical,
communicative, and authority-oriented learning styles. Learners with concrete learning styles
use direct and active means to process information. These learners are curious, spontaneous, and
risk-taking. They hate routines and written works. But they like verbal and visual experiences.
Being physically involved in is what they like. Richards and Lockhart (2005) further state that
concrete learners tend to learn by games, pictures, video, and enjoy working in pairs. TroyM
4
(2013) strengthens this idea and mentions that concrete learners like to ask why, and they learn
mostly from experiences and reflection. Anglistika (2008) adds that concrete learners are
interested in language use and language as communication rather than language as a system.
Games and group work are what they like best.
Different from concrete learners, analytical learners like problem solving and enjoy
developing principles. They tend to be independent. Logical and systematic way of presenting
new materials pleases them. However, they are very serious, and often push themselves to hard.
Therefore, they are prone to failure easily (Richards and Lockhart, 2005). They like to learn
grammar and read text books. They also want their teacher to let them find their own mistakes.
The Faculty of Teaching and Learning (2013) adds that analytical learners hate making mistakes,
and think seriously before speaking. They like studying grammar and working with great details.
Convergers, or analytical learners, in Anglistika’s term (2008) mentions that they tend to avoid
groups; but they are independent and confident with their abilities.
The third kind of learners is the communicative ones. These learners like to learn by
talking or listening to native speakers like Americans or Australians. Talking to peer students or
watching TV in English also excite them. They like personal interaction, group discussion, and
they like personal feedback. Anglistika (2008) again supports this idea, stating that these learners
are language-use oriented, and are interested in social interaction with other language users,
rather than with the analysis of language. Even without the guidance of a teacher, they are happy
to learn.
The last kind is authority-oriented learners. They are responsible, dependable, and
learn best in traditional classrooms. They perceive teachers as source of authority. They like
clear instructions but dislike discussions. They like their teacher to explain everything for them,
and they want to write everything in their textbook and want to have their own book.
From all those sources, the characteristics of all types of learners, that is, concrete,
communicative, analytical, and authority-oriented, can be summarized in a table as follows:
Concrete learners
Analytical learners
Communicative
learners
Authority-oriented
learners
5
Curious
spontaneous
hate routines &
written work
like verbal &
visual
experiences
like to learn by
games, pictures,
videos,
enjoy working in
pairs
interested in
language use &
language as
communication
like problem
solving &
developing
principles
tend to be
independent
logical and
systematic in
presenting
things
very serious
like to learn
grammar &
read text books.
hate making
mistakes
Think seriously
before speaking
work with great
details
tend to avoid
groups
independent
confident with
their own
abilities
like talking
& listening
to native
speakers
like to talk to
peer students
like to watch
TV in
English
like personal
interaction,
group
discussion,
& feedback
interested in
social
interaction
rather than
analysis of
language
happy to
learn, even
without the
guidance of a
teacher
responsible
dependable
learn best in
traditional
classrooms
see teachers as
the source of
authority
like clear
instructions
dislike
discussions
want the
teacher to
explain
everything
want to write
everything in
their textbook
want to have
their own book
Based on the summary table, I then analyzed the students’ learning styles. Each learner
is clearly unique and has his/her own special characteristics.
The study
The setting of this study was at the Faculty of Language and Literature, at Satya Wacana
Christian Salatiga, where I was teaching. To be more specific, I conducted this study in one of
my classes, that is, Academic Writing, in Semester I/ 2012-203. It was the highest writing classes
before students go to thesis proposal writing. Considering that it was worth 4 credits (100
minutes x 4), I decided that I did my research there. I would have a lot of time dealing with the
students, and thus, they had enough time to help me with my research.
The participants of my research were 23 students, mostly from 2010 class year, or the
fourth semester students, to which the course was normally offered. This study took place in
6
Semester I, 2012-2013 Academic Year, or from September to December 2012. In the classroom,
there were five male students, and eighteen female students. The descriptions of the students’
profiles are presented below. For research ethics, I did not use the participants’ real names.
Instead, I used initials to name the students.
No
Students’ initials
Sex
Class year
1.
Student A
F
2010
2.
Student B
F
2010
3.
Student C
M
2010
4.
Student D
F
2010
5.
Student E
F
2010
6.
Student F
F
2010
7.
Student G
F
2010
8.
Student H
F
2010
9.
Student I
F
2010
10.
Student J
F
2010
11.
Student K
F
2010
12.
Student L
M
2010
13.
Student M
F
2010
14.
Student N
F
2010
15.
Student O
F
2010
16.
Student P
F
2010
17.
Student Q
M
2006
18.
Student R
M
2010
19.
Student S
F
2010
20.
Student T
F
2010
21.
Student U
M
2010
22.
Student V
F
2008
23.
Student W
F
2010
During the whole semester, consisting of 14 weeks, I assigned the students to write 5
journals altogether on different topics. On average, the students had to write every other week.
The topics were, respectively, classroom behavior, teacher behavior, and aspects of language,
group work, and types of learners. From the journals they submitted I then tried to link their
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opinions with characteristics of each learning style mentioned in the theories. Data were then
interpreted and the findings presented.
Discussion
In this section, students’ opinions on the three questions answered in the journals are
presented and discussed. The first question is related to favorite classroom activities, the second
favorite aspects of language, and the final one group and individual work. Data were mainly
derived from journals, and additional data were derived from students’ answers via email that I
sent at the end of June 2013, in order to validate answers that I already got from them. The last
question that I asked was, In your opinion, which type of earner are you? Are you concrete,
communicative, analytical, or authority-oriented students? I also gave the descriptions of the
characteristics of each type of learner to them, so that they could easily see, which type of learner
they were. From all students whom I sent my email to, only nine responded by replying my
email and they were Student A, Student E, Student F, Student J, Student K, Student O, Student P,
Student T, and Student W.
From the 23 students who became my participants, I found there were 5 (five) concrete
students, 11 (eleven) students with communicative learning style, 6 (six) students with analytical
learning style, and only one student was authority-oriented. Further elaboration was as follows.
Concrete learners
To refresh our mind, let me review a bit about concrete learners. These learners are
curious, spontaneous, and risk-taking. They try to avoid routines and written works. But they like
verbal and visual experiences. They like being physically involved. Richards and Lockhart
(2005) further state that concrete learners tend to learn by games, pictures, video, and enjoy
working in pairs. TroyM (2013) strengthens this idea and mentions that concrete learners like to
ask why, and they learn mostly from experiences and reflection. Anglistika (2008) supports this,
saying that concrete learners are interested in language use and language as communication
rather than language as a system. Games and group work are what they like best.
Students belonging to this group were Student A, B, E, P, and T. in general, these
students like games in the class activities, and they enjoy problem solving and discussion also.
8
About her love to games, Student A said, “Games make our eyes wide open”. She also stated this
in her email at the end of July. Similar to Student A, Student B also stated that games and visual
aids attract her brain.
Student E, just like her statement in her email, also belonged to this group; she liked
discussion a lot, and her reason was because in discussions, she feels free to share and gives
opinions to her friends. In line with her was Student P, who loved practicum classes as well as
problem solving. For her, “Problem solving is attractive. When there is a problem, the whole
class tries to solve it.”
As underlined by Knowles (1982), learners with concrete learning styles use direct and
active means to process information. They are curious, spontaneous, and risk-taking. They hate
routines and written works. But they like verbal and visual experiences. Being physically
involved in is what they like. Richards and Lockhart (2005) further state that concrete learners
tend to learn by games, pictures, video, and enjoy working in pairs. All students belonging to this
group who became my participants enjoyed working in pairs or in groups.
Analytical learners
Again, let me review about this type of learners. Different from concrete learners,
analytical learners like problem solving and enjoy developing principles.
They liketo be
independent, logical and systematic. However, they are very serious, and often push themselves
to hard. Therefore, they are prone to failure easily (Richards and Lockhart, 2005). Learning
grammar and reading text books are their favorite activities. They also want their teacher to let
them find their own mistakes. The Faculty of Teaching and Learning (2013) adds that analytical
learners hate making mistakes, and think seriously before speaking. They like working with great
details. Convergers, or analytical learners, in Anglistika’s term (2008) mentions that they tend to
avoid groups; but they are independent and confident with their abilities.
Quite many students belonged to this kind of learner. They were Student G, H, I, M, N,
O, and S. Just like the characteristics of these learners, these learners were very careful with their
language. These learners, as Anglistika (2008) claims, are very independent and confident. They
are very serious, and often push themselves too hard. They love learning grammar and reading
9
text books. They always work with great details. Student O confirmed this, and the following is
her statement in her email:
“I am very serious and independent in doing the assignments. I will give my best
in every detail thing. Moreover, I, myself, like grammar subject very much. It can
be seen through how often I silently correct people’s grammar, especially in the
social media’s status. Haha…”
It is very clear then that this student is an analytical one. In almost every task given to
her, she did it carefully, and she also did a lot of consultation. As a final result, she always
excelled in her work. The other students also showed similar interests as Student O. They love
studying grammar which most students detest, and love reading. They seemed to be serious
students, very logical, and systematic in their way of thinking as well as working. Passion to
analyze sentence patterns and grammar rules is one of the characteristics of this type of learners.
Student I is one of the examples. She claims, “It is interesting for me to know more about the
language itself. And from this curiosity, I get knowledge about discourse about how and where
language is used.” Learning the rules and structure of language attracts these students more than
other aspects.
Communicative learners
As I mentioned above, these learners like to learn by talking or listening to native
speakers like Americans or Australians. Talking to peer students or watching TV in English also
excite them. They like personal interaction, group discussion, and they like personal feedback.
Anglistika (2008) again supports this idea, stating that these learners are language-use oriented,
and are interested in social interaction with other language users, rather than with the analysis of
language. Even without the guidance of a teacher, they are happy to learn.
Student C, D, F, J, K, L, Q, R, U, and V were classified as communicative learners. Just
as the theories state, these students like to learn by talking or listening to native speakers. They
love personal interaction, group discussion, and personal feedback. They are sociable learners of
language and more interested in language use rather than language analysis. In both her email
and journal, Student F mentioned that she liked speaking very much. Her being a talkative and
extrovert person made her like to talk to many people. She also liked networking with people.
10
Gathering information from people is beneficial for her. She was a very communicative student.
Below is her statement that strengthened this idea:
Talk about aspect of language that I like most is, speaking. …First of all is
because I’m a talk-active person, I love to talk every time with every person I
meet. The second one is, through speaking, I can make network with people. The
last is, speaking for me is a job…I’m a part-timer “penyiar radio” and a host,
and only by my own speaking skill, I can earn some money for myself.
The other students who belonged to this group also shared more or less the same
characteristics. Student J and K are two examples. In their email that they sent me, they claimed
that they were communicative students. Student J claimed that she liked to watch films or TV
series, and it helped increase her speaking ability. She also liked listening to native speakers,
though she often felt afraid and ashamed of making mistakes when talking to them.
Student K, in line with Student J, mentioned that she liked to analyze social interaction,
rather than analyze the language. She assertively claimed that she was a communicative learner.
Other students that I mentioned previously, Student C, D, F, L, Q, R, U, and V, all shared similar
characteristics as their communicative peers. They mostly liked speaking classes, and they
enjoyed having discussions with their peers. They also liked group work.
Authority-oriented learners
Authority-oriented learners are responsible, dependable, and learn best in traditional
classrooms. They perceive teachers as source of authority. They like clear instructions but dislike
discussions. Besides that, they want their teacher to explain everything for them, and they want
to write everything in their textbook and want to have their own book.
Not many students are of this type of learners. There was only one student who
mentioned that she belonged to this group, and she was Student W. The aspects of language that
she liked most were reading, listening, and speaking. However, she admitted that she enjoyed
working individually. In her email that she sent at the end of July, she mentioned that she was
authority-oriented. The following is her statement, “…I think I learn best in traditional
classroom, and tend to write every single thing that the teacher writes on the white board.” It is
thus clear that this student was a type of authority-oriented learner.
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Conclusion
Every learner, absolutely, is unique. They are different from one another. One of the
characteristics that makes each of them unique and special is the way they learn and process
information. There are concrete learners, analytical learners, communicative, and authorityoriented learners. This is the model introduced by Knowles (1982), among other models.
As seen from my discussion on the findings, from all 23 participants that I had from my
Academic Writing class in Semester I, 2012-2013 Academic Year, there were only one
authority-oriented learner, seven analytical learners, five concrete learners, and the majority, ten
students (43.48%), were communicative. However, we, as teachers as well as educators, cannot
judge which type of learner is the best. Each has their own strengths and weaknesses.
As a whole, this study only focused on Knowles (1982)’s model of classifying learning
styles. Other studies can be done on other models proposed by different linguists or
psychologists like Gardner with his seven intelligences. More participants can be involved and
more data gathering methods like interviews and video recorded observation can be done.
In my understanding, it is the task of the teacher as the facilitator for these learners to
grow with their own styles, and teachers need to help them develop their potentials or strengths
in each unique style. As the final word, I hope this piece of study can be useful for other
researchers who are interested in the field of learning styles, and thus can help build better
relationship through better understanding from teachers to their students. By understanding each
student’s characteristics, including their learning styles, teachers can understand their students’
ways of thinking and working. They can also see with better perspectives how their students
process information received. Better teaching-learning process (TLP) hence is expected to be
realized in the classroom.
Quoted below is a very nice statement about teachers’ role in helping their students “start
with what they know” and “build on what they have”.
Go to the people
Live among them
Start with what they know
Build on what they have
Be of the Best Leaders
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When their task is accomplished
Their work is done
The people will remark
We have done it ourselves
(Chinese Poem, Luciano Mariani)
---ooo000ooo---
References
Anglistika. 2008. “Describing Learners”. Retrieved on June 1, 2013 from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&ved
=0CD8QFjAD&url=http%3A%2F%2Fanglistika.files.wordpress.com%2F2008%2F10%
2Fdescribing_learners_motivation.ppt&ei=mem1UbuiM4uzrAfLICICw&usg=AFQjCNHpbNQMTNS91Fm0clUYe2mVm0Oeug&bvm=bv.47534661,d.
bmk
_____.
“Learning
Styles”.
N.d.
Retrieved
from
http://www2.wmin.ac.uk/eic/learning-
skills/cognition/learning_styles/cogn_styles.html on June 1, 2013
Bennet, Gina. “Getting To Know Our Students Through Formative Evaluation”. Retrieved June
1, 2013 from http://www.smace.org/tesol/resources/formative_eval.htm
Mariani, Luciano. Investigating Learning Styles. Perspectives, a Journal of TESOL-Italy – Vol.
XXI, No. 2/Vol. XXII, No. 1, Spring 1996. Retrieved from
http://www.learningpaths.org/papers/paperstyles.htm on august 6, 2013
Richards, Jack C and Lockhart, Charles. Reflective Teaching in Second Language Classrooms.
2005. Cambridge: CUP.
The Faculty of Teaching and Learning. Electronic Workbook. “Learning Differences: Global or
Analytical”. Retrieved on June 1, 2013 from
http://www.fctl.ucf.edu/events/gtaprograms/workbook/files/learnerdifferencesglobaloran
alytical.htmlg
TroyM. “Concrete Learners-The Learning Style of Diverters and Accommodators”. Retrieved on
June 1, 2013 from http://troym.hubpages.com/hub/Concrete-Learners-The-LearningStyle-of-Diverters-and-Accommodators
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______________
i
______. “Learning Styles”. Retrieved from http://www2.wmin.ac.uk/eic/learningskills/cognition/learning_styles/cogn_styles.html
Writer’s Bio data
Listyani is a lecturer at the Faculty of Language and Literature, SWCU Salatiga. She finished her
Bachelor’s Degree in English Education from the Faculty of Teacher Training and Education,
SWCU in April 1995. She got the degree of Magister Humaniora from the English Language
Studies (ELS) Program, Sanata Dharma University Yogyakarta in 2006. Now she is pursuing a
Doctorate degree at Semarang State University (UNNES), at the Post Graduate Program of
English Education.