Steps in Collecting the Data

38 Moreover, the learners were classified into visual learner if they had the characteristics such as preferred information to be presented by using visual aids, required explanations of diagram, graphs, or visual directions, could better understand a news article by reading about it in the paper than by listening to the radio, tended to say “I see what you mean” and “watch how I do it”, took numerous detailed notes, usually neat and clean, when met an old friend tended to say “it was great to see you”, and remembered things best by writing notes or keeping printed details DePorter and Hernacky, 1999. Besides, the learners were classified into auditory learner if they had the characteristics such as could remember more about a subject through the lecture method with information, explanation, and discussion, did better at academic subject by listening to lectures and tapes as opposed to reading textbook, followed oral directions better than written ones, tended to say “listen to, I will explain” and “I hear what you were saying”, when met an old friend tended to say “it was great to hear from you”, remembered things best by saying them aloud or repeating words and key points, preferred to listen what they were learning, and acquired knowledge by verbalizing lessons to themselves DePorter and Hernacky, 1999. Furthermore, the learners were classified into kinesthetic learner if they had the characteristics such as liked to write down or to take notes for visual review, preferred to make posters, physical models, or actual practice and some activities in class, remembered best by writing things down several times, felt very comfortable touching others, hugging, or handshaking, tended to say “you had a 39 go” or “I know how you feel”, when concentrating most often moved around a lot, fiddled with pens and pencils and touched things, most of the free time was doing physical activity or making things, spoke with their hands and with gestures, and needed to be active and took frequent breaks DePorter and Hernacky, 1999. However, if the learners had the equal score of two or three kinds of styles they belonged to the learners who had multiple learning styles. It meant that the learners had two or more dominant characteristics in learning and gaining the information Victoria and Alan, 2012. For example, if the learners used visual style and auditory style, they had both of visual and auditory characteristics such as preferred information to be presented by using visual aids and could remember more about a subject through the lecture method with information, explanation, and discussion, did better at academic subject by listening to lectures. Moreover, if the learners used visual style and kinesthetic style, they had both of visual and kinesthetic characteristics such as preferred information to be presented by using visual aids and liked to write down or to take notes for visual review, preferred to make posters, physical models, or actual practice and some activities in class. Furthermore, if the learners used auditory style and kinesthetic style, they had both of auditory and kinesthetic characteristics such as could remember more about a subject through the lecture method with information, explanation, and discussion, did better at academic subject by listening to lectures and liked to write down or to take notes for visual review, preferred to make posters, physical models, or actual practice and some activities in class. 40 3.5.2. The Questionnaire of Learning Strategies In accordance with Setiyadi 2011, the questionnaire was given to the learners adapted from “Language Learning Strategy Questionnaire”. The researcher used Language Learning Strategy Questionnaire or the LLSQ to find out learners’ learning strategies in reading. It was translated and answered into Indonesian in order to facilitate the learners in understanding the questionnaire. In the LLSQ learners were provided with 20 items. There were three kinds of strategies in LLSQ, namely: cognitive strategy, metacognitive strategy, and social strategy. Cognitive strategies in reading were measured with item nos. 1-11, metacognitive strategies were measured with item nos. 12-17, and social strategies were measured with item nos. 18-20. In the questionnaire learners were given instruction; learners were asked to write their response to statements in the LLSQ on the separate answer sheet attached to the questionnaire. They should write their response 1, 2, 3, 4, or 5 that told how true of them that statement was. Number 1 meant that it was never or almost never true of them, number 2 was usually not true of them, number 3 was somewhat true of them, number 4 was usually true of them, and number 5 was always or almost always true of them Setiyadi, 2011. After answering the questionnaire, the learners were classified into those three kinds of learning strategies based on their highest score of questionnaire answers. Besides, the learner who belonged to the cognitive category might include all activities that take place in the brain in order to acquire a foreign language. That