in the learning process and influences students reading achievement for learning styles relate to the way people acquire and comprehend information. They will
learn easily through their own learning styles. Furthermore, according to Joy M Reid, there are three learning styles.
Students learn in many different ways, visual, auditory and kinesthetic learning style VAK. Some students learn primarily with their eyes, visual learners, or
with their ears as auditory learners and some students prefer to learn by experience and practice as kinesthetic learners.
10
Since the learners are different in their preferences to the certain learning styles, it will be important for educators or teachers to know the variations of
students learning styles because the information about students’ learning style
preference can help the teachers become aware to the students’ differences
brought to the classroom. It is important for teachers to
accommodate students’ learning styles, thus, all students are able to succeed in their classes by learning
with suitable learning styles. And if teachers are not aware of students’ learning
style preference, they may intend to use inappropriate methods in teaching and consequently students cannot understand the material maximally and it can
influence to their achievement. Thus, focus one learning styles will be adverse for students.
Departing from the discussion above, it is assumed that students’ learning
styles, visual, auditory and kinesthetic are affected towards students’ reading
comprehension score. Then, it is important for students and teachers to recognize learning styles in order to their reading skill could be increased. Thus, this
research will find out or investigate the significant differences on students’
reading comprehension based on students’ learning styles and it will be conducted
by causal comparative study.
10
Joy M Reid, Understanding Learning Styles in the Second Language Classroom, New Jersey: Prentice Hall regents, 1998, p.162.
B. Identification of Problem
Based on the background of the study above, some problems affecting students’ low score in reading are identified as follows:
Many students still get difficulties in comprehending reading materials
because teachers probably do not consider with students’ learning styles in
learning English. Many students do not consider about their own learning styles and also
teachers sometimes do not consider about students’ learning styles because of the big size class.
Many teachers tend to teach students with one learning style and neglect that students in class have different learning styles whether visual, auditory or
kinesthetic learning styles. Many students sometimes have less motivation and interests if the teacher
uses the method of teaching which is not suitable with their learning styles.
C. Limitation of Problem
Based on the identification of problems presented above, the problem is limited only on reading comprehension according to the three major learning
styles; visual, auditory and kinesthetic learning style.
D. Formulation of Problem
Since the students are different in English acquisition in learning process. And it reflected to some of them still get low reading achievement that can be
measured from their reading comprehension, therefore formulating problem of this study is
“Is there any significant difference of students’ reading comprehension based on their visual, auditory and kinesthetic learning styles
?”
E. Objective of Study
The objective of this study is to find out whether there is any significant difference of students’ reading comprehension based on their visual, auditory and
kinesthetic learning style.
F. Significance of Study
The research result is expected to give information for: 1. The teachers
The result of this research is expected to give knowledge for teacher so that they are more aware
to students’ differences brought to the classroom, to create an optimal learning environment in the classroom
by knowing the students’ learning styles, visual, auditory and kinesthetic learning styles and to improve
teaching and learning process, therefore students can increase their reading comprehension.
2. The students The result of this research is expected to give information to students about
their learning styles so that they can integrate it in the process of learning; therefore, they can learn more easily and fast and will be successful in learning.
Furthermore, by knowing learning styles, it can help students become an effective problem solver that they face in the learning process.
3. The readers For the readers the research result is expected to give information to them
about their learning styles so that they can more consider to their own learning styles in reading.
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CHAPTER II THEORETICAL FRAMEWORK
A. Literature Review
1. Learning Styles
There are lots of different meanings of learning. Learning is “acquiring or getting of knowledge of a subject or a skill by study
experience, or instruction.”
1
Similarly, Suyono and Hariyanto defined that learning is an activity or process to acquire knowledge, to increase skill, to correct behavior and to
reinforce personality.
2
To acquire or get knowledge can be done through some best or preferred ways. Every student has preferred ways of learning and
approaches that work best for students. Their success is not only depending on how well they learn, but depending on the way they learn.
Preferred or diverse ways of learning, comprehending and knowing is contributed by three types of factors, they are cognitive factor; different
ways of perceiving, organizing and retaining information, affective factor; different attitudes, values and emotions and psychology factor; different
psychological development.
3
The three factors clearly tell that every student has different ways in learning.
In addition, students’ self-assess will be encouraged if they know
how they learn best and their role in the instructional process. Then, students who are encouraged to examine how they learn take different view
1
H. Douglas Brown, Principles of Language Learning and Teaching 5
th
Edition, San Fransisco: Longman, 2007, p. 7.
2
Suyono and Hariyanto, Belajar dan Pembelajaran, Bandung: PT Remaja Rosdakarya Offset, 2011, p. 9.
3
Myra Pollack S and David Miller S, Teachers, Schools, and Societies, New York: Mc Graw Hill, 2005, p. 38.
