Auditory Learning Style The Understanding of Learning Style

14 experience a full understanding as they listen to the class lecture. An auditory learner may benefit by using the speech recogn ition tool. 25 Auditory learners may have a knack for ascertaining the true meaning of someones words by listening to audible signals like changes in tone. When memorizing a phone number, an auditory learner will say it out loud and then remember how it sounded to recall it. Auditory learners must be able to hear what is being said in order to understand and may have difficulty with instructions that are written. They also use their listening and repeating skills to sort through the information that is sent to them. For many of us, auditory learning style preferences result from the kind of processing their brain to receive and to process the knowledge. There is a proverb said that to be fond of learning is to be near the knowledge. But to be near the knowledge, auditory learner involves in teaching learning process through their sense of hearing and their brain. 26 For instance, auditory learner in receiving and processing the knowledge was using not only their sense of hearing but also their right brain. right brain process for auditory learner is tends to concentrate more on the processing of information in nonverbal domains, such as the understanding of spatial relationships, recognition of patterns and drawings, music and emotional expression. Consequently, students who naturally tend toward right brain process might prefer auditory learning style. 27 Statement above was emphasized by the auditory learners’ characteristic such as read to their self out loud, not be afrai d to speak in class, enjoy music, be good at grammar and foreign language, follow spoken directions well, h ave trouble keeping quiet for long periods , enjoy acting being on stage. 28 ________________ 25 http:en.wikipedia.orgwikiAuditory_learning 26 Susan Shreen, Self Access, Oxford: Oxford University Press, 1989, p. 6. 27 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.37 28 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.38 15

CHAPTER III RESEARCH METHODOLOGY

A. The Objective of the Research

In doing this research, the writer tries to have the objectives reason to be used, it can be seen as follows: 1. To figure out the students’ learning styles and its’ differentiation on English achievement. 2. To compare the difference on the students’ English achievement based on their visual and auditory learning styles. 3. To know what to extent students’ learning style contribution to the English Achievement.

B. The Place and Time of the Research

This Skripsi was conducted at SMA Negeri 1 Sepatan that is located on Jalan KH. Hasyim Asyhari Km.1 Sepatan Tangerang D istrict. The research was done on May 5 to June, 5 2010.

C. The Method of the Research

In doing this research, the writer used an ex post facto method through comparison technique. From this research, the writer figure s out the data by using variables of the research. The independent variable of the research is students’ 16 learning styles as X variable and the dependent variable of the research is students’ English achievement as Y variable.

D. The Population and Sample

In this Skripsi, the writer took the population of the second grade stu dents SMA N 1 Sepatan Tangerang 20092010 academic years includes four classes of Social Science Program and three classes of Natural Science Program . Table 3.1 Numbers of Students at Second Grade SMA Negeri 1 Sepatan 20092010 Academic Years CLASS STUDENTS MEN WOMEN TOTAL XI S 1 17 22 39 XI S2 20 20 40 XI S3 18 21 39 XI S4 16 21 37 XI A1 15 24 39 XI A2 12 27 39 XI A3 15 23 38 TOTAL 113 158 271 Source: TU SMA NEGERI 1 Sepatan. From the population above, the writer, then, chose 30 students from whole class by using sampling stratified technique; the population is stratified into its subpopulation, with considering random number table to get the sample of research see appendix. The steps to select the sample are arranged as fo llow: 1. Analyzing the questionnaire to determine the learning styles. Then make strata of each style. 2. Grouping the strata of style into two parts; auditory learning style and visual learning style.