Identifying students` learning styles and their implications using kolb`s learning style inventory in the learning process of extensive reading II class.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

IDENTIFYING STUDENTS’ LEARNING STYLES
AND THEIR IMPLICATIONS USING KOLB’S LEARNING
STYLE INVENTORY IN THE LEARNING PROCESS
OF EXTENSIVE READING II CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment or Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Hosana Priladosi Nugroho
061214099

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

IDENTIFYING STUDENTS’ LEARNING STYLES
AND THEIR IMPLICATIONS USING KOLB’S LEARNING
STYLE INVENTORY IN THE LEARNING PROCESS
OF EXTENSIVE READING II CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment or Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Hosana Priladosi Nugroho
061214099

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2012
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DEDICATION PAGE
“Salam Bagi Sahabat”
Bagai mentari bersinar di indahnya pagi
Adalah hidupmu , siap memancarkan sinar
Lihatlah hidupmu, penuh dengan kesempatan
Walau beban hidup menghalang, jangan lari dari bebanmu

Adalah berita, dari seorang sahabatku
Indahnya hidupmu, jangan pernah kau hempaskan
Pengharapan datang, bila kau membuka hatimu
Cari dan temukan pastikan, pengharapan ada padamu
Hidupmu indah, Bila kau tahu
Jalan mana yang benar
Harapan ada, harapan ada
Bila kau mengerti
Hidupmu indah , Bila kau tahu
Jalan mana yang benar
Harapan ada, harapan ada
(pastikanlah)
Bila kau percaya
Pengharapan datang
Bila kau membuka hatimu
Cari dan temukan pastikan
Glen Fredly
This thesis is dedicated to:
Alm. Bapak, Ibu, Ayuk, Siska

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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of work of other people, except those cited in quotations and the references, as a
scientific paper should.
Yogyakarta, January 11th, 2011
The Writer

Hosana Priladosi Nugroho
06 1214 099

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LEMBAR PERYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Hosana Priladosi Nugroho

Nomor Mahasiswa

: 061214099

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“IDENTIFYING

STUDENTS’

LEARNING

STYLES

AND

T H E IR

IMPLICATIONS USING KOLB’S LEARNING STYLE INVENTORY IN THE
LEARNING PROCESS OF EXTENSIVE READING II CLASS”
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam

bentuk

media

lain,

mengelolanya

dalam

bentuk

panhkalan

data,

mendistribusikan secara terbatas, dan mempublikasikanya di Internet atau media lain
untuk kepentingan akadamis tanpa perlu meminta ijin dari saya maupun memberikan
royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 Januari 2011
Yang menyatakan

Hosana Priladosi Nugroho

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ABSTRACT
Nugroho, HosanaPriladosi. 2012. Identifying students’ learning styles and their
implication using Kolb’s learning style inventory in the learning process of Extensive
Reading II class. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
English is still a foreign language for Indonesian students. Therefore, they
have difficult times in mastering it, considering that English is not commonly used.
They must have their best way in learning English. It is called learning style. They
have to understand what the appropriate style needed to maximize their learning. In
Extensive Reading II class the students are able to choose their own topic freely
based on what they really like. It gives the opportunity for the students to maximize
their learning style. On the other hand not only the students who have to know their
learning style but also the lecturers or teachers have to understand it. They need to
acknowledge the existence of students’ learning styles. They also have to make sure
that their strategy will already accommodated the students’ learning styles.
Two problems were formulated in this study. The first was about the learning
style preferences of Extensive Reading II students. The second was the implication of
students’ learning styles in the learning process of Extensive Reading II class.
In order to answer those two problems, the researcher used Kolb’s learning
style inventory. The inventory consists of some questions related to the students’

daily learning activity. It can be used to measure and determine the students’ learning
style. An interview with the lecturer was needed to see the implication of students’
learning style.
There are four types of learning style, Diverger, Converger, Assimiltor, and
Accommodator. Most of the students in Extensive Reading II class are
Accommodators.They easily find topic and solve problems related to issues that
occurs around them. They are likely to get involvedin the problem or thecore of
theissue to get the answer. The learning styles of the students need to be considered
as the sources of the lecturer strategy in the learning process. There are some
lecturer’s strategies in Extensive Reading II class which have already accommodated
or maximized the students learning style. They are making weekly report, presenting
their work in front of the class and making magazine.

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ABSTRAK
Nugroho, Hosana Priladosi. 2012. Identifying students’ learning styles and their
implication using Kolb’s learning style inventory in the learning process of Extensive

Reading II class. Yogyakarta: Program Study Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Bahasa Inggris masih menjadi bahasa asing bagi mahasiswa Indonesia. Sulit
bagi mereka untuk memahami sesuatu yang bukan berasal dari mereka sendiri.
Mereka harus memiliki cara belajar terbaik untuk belajar bahasa Inggris. Mereka
harus memiliki gaya belajar yang cocok untuk memaksimalkan proses belajar
mereka. Di kelas Extensive Reading II, siswa bebas untuk memilih pokok bahasan
berdasarkan minat mereka. Hal ini membantu mahasiswa untuk memaksimalkan gaya
belajar mereka. Selain mahasiswa, dosen pun harus mengetahui gaya belajar
mahasiswa. Dosen harus menyadari keberadaan gaya belajar siswa dalam proses
belajar dikelas. Mereka juga harus memastikan bahwa apa yang mereka lakukan telah
mengikutsertakan gaya belajar siswa.
Terdapat dua rumusan masalah dalam penelitian ini. Rumusan pertama adalah
tentang apa sajakah pilihan-pilihan gaya belajar mahasiswa kelas Extensive Reading
II. Dan rumusan masalah kedua adalah apakah implikasi dari gaya belajar mahasiswa
dalam proses belajar Extensive Reading II.
Peneliti menggunakan alat inventaris gaya belajar dari Kolb untuk menjawab
kedua rumusan masalah tersebut. Alat tersebut terdiri atas beberapa pertanyaan
berdasarkan aktifitas harian belajar siswa. Alat tersebut digunakan untuk mengukur
dan menentukan gaya belajar siswa. Kemudian untuk menjawab implikasi dari gaya

belajar siswa, penulis melakukan interview dengan dosen pengajar kelas Extensive
Reading II.
Ada empat jenis gaya belajar menurut Kolb, Diverger, Converger, Assimiltor,
and Accommodator. Sebagian besar dari mahasiswa kelas Extensive Reading II
adalah Accommodator. Mereka cenderung memilih dan memecahkan topik
berdasarkan kejadian disekitar mereka. Mereka akan terjun langsung ke sumber
masalah untuk mendapatkan jawaban. Gaya belajar siswa harus menjadi sumber
pertimbangan cara dosen dalam proses belajar mereka. Terdapat beberapa cara
mengajar dosen yang telah mempertimbangkan keberadaan gaya belajar siswa. Caracara tersebut adalah pembuatan laporan mingguan, presentasi didepan kelas, serta
pembuatan majalah.

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude for my Lord, Jesus
Christ, whose greatest love has always inspired, strengthen, taken a good care of me
in my amazing life. He has led, guided, and forced me to finish this thesis. I believe
that without Him, I am nothing but with His grace I could finish my thesis.
I dedicated my greatest gratitude to Drs. Y.B Gunawan, M.A., my sponsor,
who has guided and encouraged me from the beginning until the end of finishing my
thesis. I really thank him for his patience, attention, suggestion, comment, correction,
and criticism that I had up until now. My sincere gratitude is addressed to all the
lecturers of English Language Education Study Program who had given their
contribution in my thesis. I also addressed my thanks to English Education Study
Program staff that helped me in administrative process.
I give my special thanks to Yuseva Ariani Iswandari, S.Pd., M.Ed., the
lecturer of Extensive Reading II class, who had given the opportunities for me to
conduct the research. I really thank her for her kindness in giving valuable suggestion
and information related to my thesis. I also thank to all students of Exensive Reading
II class A for their cooperation in the process of making my thesis.
I deeply thank my lovely father and mother, Alm. Tri Hadi Nugroho and
Hantari Suprintinah, my grandmother, Prayin, and my uncle, Unggun, who gave me
chances to study until I could finish my thesis. They are my strength and inspiration
in my life and my thesis. I thank to my young sister Agustin Cintya Ayu Nugroho for
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her support. My special thanks for my beloved girlfriend Fransiska Sirait for her
support, patience, and encouragement. I thank my beloved nephew, Abad and Yudha
for their smile.
I addressed my thanks to my big familly F. Aldhika Deinza, Nalaswara Bayu,
Wahyu Triharjanto, Galih Adi Utama, Billy Angga, Sbastianus Reza, Ardi
Herwantoro, Matius Teguh who always support me to finish my thesis. I deeply thank
Guntur Kuncorojati and Yacobus Guntur for their suggestions and comments. I also
dedicated my deepest gratitude to Leonardus Yoga, Julius Doan, Benydictus S M S,
Adi Hermawan, Andreas Agung, Paulus Aditya, Cahyo Gunawan, Doni, Dwi Adi,
Sedik, Christianus Agri, Wiwit Hendra, and Sasongko for the greatest friendship, for
the time to share, and for their support.
I finally thank those whom I cannot mention their name one by one. May
Jesus Christ bless them in their life.

Hosana Priladosi Nugroho

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TABLE OF CONTENTS
TITLE PAGE ………………………………………………………….....

i

APPROVAL PAGES …….........................................................................

ii

DEDICATION PAGE ……………………………………………………

iv

STATEMENT OF WORK’S ORIGINALITY …………………………

v

PERNYATAAN PERSETUJUAN PUBLIKASI ………………………

vi

ABSTRACT ………………………………………………………………

vii

ABSTRAK …………………………………………………………………

viii

ACKNOWLEDGEMENTS ………………………………………………

ix

TABLE OF CONTENTS ……………………………………………........

xi

LIST OF TABLES ……………………………………………………......

xiii

LIST OF FIGURES ………………………………………………………

x iv

LIST OF APPENDICES …………………………………………………

xv

CHAPTER I. INTRODUCTION ………………………………………..

1

A. Research Background ……………………………………………..

2

B. Purpose of the Study ………………………………………………

5

C. Problem Formulation………………………………………………..

5

D. Problem Limitation ……………………………………………….. .

5

E. Research Benefits ………………………………………………….

6

F.

6

Definition of Term …………………………………………………

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CHAPTER II. REVIEW OF RELATED LITERATURE ……………..
A. Theoretical Description ……………………………………………..

8
8

1.

Learning style………………………….......................................

8

2.

Extensive Reading …………………………………………......

12

3.

Kolb’s Learning Style Inventory……………………………….

14

B. Theoretical Framework ……………………………………………..

19

CHAPTER III. METHODOLOGY ………………………………………

22

A. Research Method …………………………………………………...

22

B. Research Participants ………………………………………………..

22

C. Research Instrument …………………………………………….......

22

D. Data Gathering………………………………………………………

23

E. Research Procedures ………………………………………………...

24

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ………....
A. Result………………………………………………………………...

26
26

1.

Students’ Learning Styles…………………………………........

26

2.

The Implication of the Students Learning Style………………..

31

B. Discussion…………………………………………………………....

34

CHAPTER V. CONCLUSION AND SUGGESTIONS …………………

40

A. Conclusion …………………………………………………………...

40

B. Suggestions …………………………………………………………..

43

REFERENCES ……………………………………………………………...

44

APPENDICES ……………………………………………………………….

46

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LIST OF TABLES
Tables

Page

Table 4.1 The Students’ Learning Style Preferences ………………. …………..

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LIST OF FIGURES
Figure
Page
Figure 2.1 Kolb’s Learning Style Variables………………………………………. 15
Figure 2.2 Kolb’s Learning Style Matrix View……………………........................ 17
Figure 4.1 The Example of Kolb’s Learning Style Inventory………. …………… 26

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LIST OF APPENDICES
Appendix
Appendix A…………………………………………………………………………44
Kolb’s Learning Style Inventory……………………………………………45
Instrument of Interview……………………………………………………..48
Appendix B…………………………………………………………………………49
Weekly Report……………………………………………………………...50
Appendix C…………………………………………………………………………52
Magazine……………………………………………………………………53

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CHAPTER I
INTRODUCTION

In the learning process, there are two main elements. The first is the learner
and the second is the teacher or lecturer. In the process of learning, the two elements
need to have a good understanding and relationship. They have to understand each
other. They have their own style in the learning process. The teacher or lecturer has
their own teaching style and students have their own learning style. In this discussion,
however, attention will be given more to students’ learning styles. Learning style also
determines the students’ needs in teaching. Understanding the students learning style
is the best way to have an effective learning process. By understanding the learning
style of the students or the students’ need, the teacher or lecturer will be able to
design the best and appropriate material or way of teaching. It creates an effective
learning process. This section will focus on the reasons of why the writer conducted
this research. This chapter will cover: (a) the background of the research, which
consists of the writer’s reasons of choosing this topic, (b) the research objective,
which is about the reason why this research was conducted, (c) the problem
formulation, which deals about the main problem or the main point that the writer
wants to deeply dig, , (d) the problem limitation, where the problem in this research is
limited, so it will not be too broad (e) the research benefit, which deals with the
beneficial effect for sociolinguistics study, learners, English Language Education

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Study Program and other researchers, and (f) definition of terms, which deals with the
definition of terms related to this research.

A.

Background of Study
Talking about student is also talking about their learning. Students and

learning process are interrelated. When they want to know or understand more about
something, they have to learn it. They have to learn something very well if they want
to know it as well as they can. When they try to understand material which is
difficult, they must be encouraged to use their own way of learning so that they can
enjoy their learning. The way of learning is called learning style. Everyone has a
different learning style although he or she (the student) is in the same class.
According to Claxon and Murrell “some studies show that identifying a student’s
style and then giving instructions that match that style contributes to more effective
learning” (as cited in Ho, 1999, p. 2).
PBI students learn English by themselves. They know that English is their
foreign language and it becomes harder when they cannot employ their own way of
study. When the students study about something which comes from other places or
not originally they have, it will make them difficult. They must have their favorite
and effective learning style to support their learning. By understanding the students’
learning style, the lecturer can see what the students’ favorite learning style is and
how they can help the students through their learning style.

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3

The problems come when the students study about something which is
difficult and has a large range in works. One of them is Extensive Reading II. Day
and Bradford (1988) noted that in Extensive Reading, students read as much as
possible, perhaps in and definitely out of the classroom (p. 7-8). They have to spend
much time to gain the information from the articles or journals. So they have to have
a strong effort to do this. Day and Bradford (1988) also stated that the other aspect is
a variety of materials on a wide range of topics is available so as to encourage reading
for different reasons and in different ways (p. 7-8). This aspect makes the students
have a very good strategy in learning so that they can reach their target. In this
course, the students should be encouraged to employ their own learning style to make
the learning easier. Learning style is needed as an equipment to help them decrease
their boredom and increase their motivation and their ability. It will happen because
they enjoy their leaning with their own style.
When the students learn about something, they always need a lecturer, to help
them in understanding the new information. Lecturer is a facilitator in helping the
students to acieve their goal. The role is still the same to help the students in learning.
When the students start to learn about something, especially a difficult subject,
lecturers have to help the students in their learning efficiently. As mentioned before
English is one of the many dificult subjects. Teachers or lecturers also have their style
in teaching. But they don’t realize that not every student fits into their teaching style.
According to Willing (1988), “research shows that an effort to accommodate learning

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styles by choosing suitable teaching styles, methodologies and course organization
can result in improved learner satisfaction and attainment” (p. 1). So, the teachers or
lecturers have to understand about the existence of learning style in the class. They
also need to make sure that their strategies in teaching already fit or accommodate the
students’ learning style.
To measure the students’ learning style is not only to see the surface condition
of the students. The lecturers need to get better understanding in their learning style.
To get better understanding they need a kind of instrument that can be used to
measure and understand the students’ learning style. The instrument is learning style
inventory. There are many learning style inventory which can be used. The most
effective and proven is Kolb learning style inventory. There are some researchers
who applied Kolb’s learning style inventory such as Belinda Ho, Joy M. Reid and
Alice Y. Kolb. They applied Kolb’s theory and inventory on their survey. For
example, Belinda Ho used Kolb’s inventory in her survey “Identifying students’
learning style preferences and task design”. Joy M. Reid also applied Kolb’s
inventory in his work “The Learning Style Preferences of ESL students”.
Kolb's learning styles model and experiential learning theory are today
acknowledged by academics, teachers, managers and trainers as truly seminal works;
fundamental concepts towards our understanding and explaining human learning
behavior, and towards helping others to learn. Kolb’s learning style is already applied
by many observers to observe learning style. The result is always satisfying. Kolb’s
learning style inventory based on the students’ experience in learning, so the result is

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5

always based on the reality. That is why Kolb’s learning style inventory is the
appropriate learning style inventory to measure the PBI students learning style.

B. Purposes of the Study
The aims of this study are:
1.

To know the learning style preferences of the PBI students taking the
Extensive Reading II class.

2.

To give information about the implication of students’ learning style in
learning English in Extensive Reading II class in PBI.

C.

Problem Formulation
The problem of this research is formulated in the following questions:

1.

What are the learning style preferences of PBI students taking the Extensive
Reading II class?

2.

What are the implications of learning style in learning Extensive Reading II?

D.

Problem Limitation
This research has a limitation on the learning style preferences on Extensive

Reading II class students of English Education Study Program. It only concerns in the
preferences and implications of the students’ learning style in Extensive Reading II
class process. It is only concern about activities that already done in class related to
the students’ learning styles preferences, because some students and lecturer never

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6

realize that Extensive Reading II gives opportunity related to the students’ learning
styles.

E.

The Benefits of The Study
This research is aimed at giving beneficial contributions expectantly for

sociolinguistics study, readers, and other researchers.
1.

To give information about the students learning style preferences.

2.

To give information about what needs to be done to improve the teaching and
learning process based on the students’ learning styles.

F.

Definition of Terms
In this section the researcher clarifies some definition of terms. It aims at

avoiding misinterpretation from readers.
1.

Preferences
Preferences are the power or opportunity in choosing (“preferences”). The

researcher defines the definition of preferences, the opportunity for the students in
choosing their appropriate way in learning.
2.

Implication
Something hinted or suggested, but not expressed (“implication”). The

researcher defines the definition of implication, something which already done but
not been realized.

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3.

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Learning style
Kinsella (1995) have described that learning style is an individual’s natural

habitual and preferred ways of absorbing, processing, and retaining new information
and skills (p. 171). In this study is about the students’ preference way in
understanding, gaining and processing new information by using their own best way
in response to the learning situation.

4.

Learning strategy
Learning strategy is the characteristics we want to stimulate in the students to

enable them to become more proficient language learner (“learning strategy”). In this
study, it is about the way to perceive and process information that is important to
complete a given task successfully.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter will discuss two major points, namely Theoretical Description and
Theoretical Framework.

A. Theoretical Descriptions
Theoretical Description presents a discussion of the theories related to Learning
Style, Extensive Reading, and Kolb’s Learning Style Inventory. Thus, Theoretical
Framework discusses the relationship between each theory.
1. Learning Style

Atkinson (1993) stated that learning is "A relatively permanent change in
behavior that results from practice" (as cited in Atherton J S, 2011). Learning is about
changing habit or behavior when they practice a lot about something especially
knowledge. Practicing something is the same as making someone accustomed to do
those such things. Then after they are accustomed and understand about it, they know
how to do something better. It means that they have learned.
Students have their own way in the learning process. It is also called learning
style. According to Ladd and Ruby (1999) learning style are learners’ behaviors
providing insight into the ways learners perceive, interact with, and respond to the
environment in which learning occurs (as cited in Brown, 2003). Learners or students
have their own way in responding to the condition of learning process. They choose
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9

their style because they are comfortable with it. Their success is based on how they
learn best. By understanding and using their own style, students can achieve a better
result. Learning style is also the way of study and the preferences method in study.
Your preferred styles guide the way you learn. They also change the way you
internally represent experiences, the way you recall information, and even the words
you choose. (“http://www.learning-styles-online.com/overview/”)
According to Kolb (1984) there are four learning styles. They are Converger,
Diverger, Assimilator, and Accommodator. To determine the learning style of the
students there are four aspects to be measured; Concrete Experience (CE), Reflective
Observation (RO), Abstract Conceptualization (AC), and Active Experimentation
(AE).
Before learning about the learning style, the aspect to be measured is needed
to be understood first. Kolb (1984) described that High CE individuals tend to be
empathetic and "people-oriented." They learn best from specific examples in which
they can become involved. High RO individuals rely heavily on careful observation
in making judgments, and prefer learning situations such as lectures that allow them
to take the role of impartial objective observers. These individuals tend to be
introverts. High AC individuals tend to be oriented more towards things and symbols
and less towards other people. They learn best in authority-directed, impersonal
learning situations that emphasize theory and systematic analysis. High AE
individuals learn best when they can engage in such things as projects, homework, or

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10

small group discussions. They dislike passive learning situation such as lectures.
These individuals tend to be extroverts.
The next are four kinds of learning style based on the Kolb (1984) learning
style inventory. The first is Converger; it refers to those with highest scores in
Abstract Conceptualization (AC) and Active Experimentation (AE). This person's
greatest strength lies in the practical application of ideas. Research on this style of
learning shows that Convergers relatively unemotional, preferring to deal with things
rather than people. They often choose to specialize in the physical sciences,
engineering, and computer sciences. The second is Diverger; those with highest
scores in Concrete Experience (CE) and Reflective Observation (RO). Divergers have
characteristics opposite from Convergers. Their greatest strengths lie on creativity
and imaginative ability. A person with this learning style excels in the ability to view
concrete situations from many perspectives and generate many ideas such as in a
"brainstorming" session. They tend to be interested in the arts and often have
humanities or liberal arts backgrounds. The next is Assimilator; those with highest
scores in Abstract Conceptualization (AC) and Reflective Observation (RO). This
person's strength lies in the ability to understand and create theories. This person, like
the Converger, is less interested in people and more concerned with abstract concepts,
but is less concerned with the practical use of theories the characteristic of this
learning style is more characteristic of the basic sciences and mathematics rather than
the applied sciences. The last is Accommodator; those with highest scores in
Concrete Experience (CE) and Active Experimentation (AE). Accommodators are the

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opposite form of Assimilators. Their greatest strengths lie in carrying out plans and
experiments and involving themselves in new experiences. They often solve
problems in an intuitive trial and error manner, relying heavily on other people for
information. Based on Reid (1987) the students’ preferred learning styles paralleled
their actual learning strengths.
There are reasons why lecturers or teachers also need to acknowledge
students’ learning style. According to Willing (1988), “research shows that an effort
to accommodate learning styles by choosing suitable teaching styles, methodologies
and course organization can result in improved learner satisfaction and attainment”
(p. 1). Therefore language teacher needs to evaluate the effectiveness of the different
types of teaching method by taking the consideration the various learning styles
particular to the students. Teacher should consider learning styles as a source of their
preparation when they want to teach.
There are some examples of teaching style or the way teachers deliver the
knowledge to the students. Teaching style is how the teacher delivers the knowledge
and takes control over the students. According to Heimlich and Norland (2002)
teaching behaviors reflect the beliefs and values that teachers hold about the learner's
role in the exchange (as cited in Brown, 2003). Teachers or lecturers teach and take
control over the students based on what they consider will work well. They found the
best way in teaching based on their experiences. Stitt-Gohdes (2001, p. 136) said
"Research supports the concept that most teachers teach the way they learn" (as cited

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in Brown, 2003). They want to repeat their success in the past when they still learning
as a student.
Grasha (1996) stated the examples of teaching style:
“The first is Expert: Always strives to maintain status as an expert
among students by displaying detailed knowledge and by challenging
students to enhance their competence. He or she concerned with
transmitting information and insuring that students are well prepared.
The next is formal authority: He or she always concerned with
providing positive and negative feedback, establishing learning goals,
expectations, and rules of conduct for students. Concerned with the
correct, acceptable, and standard ways to do things and with providing
students with the structure they need to learn. The third is personal
model: Believes in "teaching by personal example" and establishes a
prototype for how to think and behave. Oversees, guides, and directs
by showing how to do things, and encouraging students to observe and
then to emulate the instructor's approach. The last is facilitator:
Emphasizes the personal nature of teacher-student interactions. Guides
and directs students by asking questions, exploring options, suggesting
alternatives, and encouraging them to develop criteria to make
informed choices. Overall goal is to develop in students the capacity
for independent action, initiative, and responsibility. Always works
with students on projects in a consultative fashion and tries to provide
as much support and encouragement as possible.”
2. Extensive Reading

Bell (1998) stated that Extensive reading is the way to encourage learners to
engage in a focused and motivating reading program with the potential to lead
students along a path to independence and resourcefulness in their reading and
language learning. According to Davis (1995), Extensive Reading programs should
be "without the pressures of testing or marks" (p.329). The use of tests runs contrary
to the objective of creating stress-free conditions for pleasure reading because it
invokes images of rote learning, vocabulary lists, memorization and homework.

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Extensive reading done at home should be under the learner's control and not an
obligation imposed by the teacher.
There are some characteristics of extensive reading that need to be
understood. Extensive reading as an approach to teaching reading may be thought of
in terms of purpose or outcome: Beatrice Mikulecky (1990) calls it pleasure reading.
It can also be viewed as a teaching procedure, as Stephen Krashen (1993) terms it as
free voluntary reading, or when teachers give students time for in-class Sustained
Silent Reading (SSR) -- a period of 20 minutes, for example, when students and
teacher quietly and independently read self-selected material (as cited in Bell, 1998).
Day and Bradford (1988) stated that in extensive reading students read as much as
possible, perhaps in and definitely out of the classroom (p. 7-8). Teachers orient
students to the goals of the program, explain the methodology, keep track of what
each student reads, and guide students in getting the most out of the program. And
also a variety of materials on a wide range of topics is available so as to encourage
reading for different reasons and in different ways.
Extensive reading also has its role in learning activity. The first is that it
provides comprehensible input. Krashen (1982) argues that extensive reading will
lead to language acquisition, provided that certain preconditions are met. These
include adequate exposure to the language, interesting material, and a relaxed,
tension-free learning environment (as cited in Bell, 1998). The next is that it can

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enhance the learners' general language competence. Grabe, (1991) and Paran (1996)
said that the importance of extensive reading in providing learners with practice in
automaticity of word recognition and decoding the symbols on the printed page (often
called bottom-up processing) (as cited in Bell, 1998). The third is that it increases the
students' exposure to the language. There was, as Elley (1991) pointed out, "Spread
of effect from reading competence to other language skills - writing, speaking and
control over syntax," (as cited in Bell, 1998). It means that extensive reading can
expose another skill in the language not only reading itself. The next is that it can
motivate learners to read. Bell & Campbell (1996, 1997) explore the issue in a South
East Asian context, presenting various ways to motivate learners to read and
explaining the role of extensive reading and regular use of libraries in advancing the
reading habit.

3. Kolb Learning Style Inventory

Kolb’s learning style inventory is used to measure the students’ learning
styles. David Kolb is a person who really concerns and has written many things about
learning style. David Kolb is a Professor of Organizational Development at Case
Western Reserve University, Cleveland, Ohio, where he teaches and researches in the
fields of learning and development, adult development, experiential learning, learning
style,

and

notably 'learning

focused

institutional

development

in

higher

education'(2005). David Kolb published his learning styles model in 1984. The model

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

gave rise to related terms such as Kolb's experiential learning theory (ELT), and
Kolb's learning styles inventory (LSI).
Kolb's learning theory sets out four distinct learning styles (or preferences),
which are based on a four-stage learning cycle which might also be interpreted as a
‘training cycle. Kolb's model is particularly elegant, since it offers both a way to
understand individual people's different learning styles, and also an explanation of a
cycle of experiential learning that applies to us all. Kolb includes this 'cycle of
learning' as a central principle of his experiential learning theory, typically expressed
as four-stage cycle of learning, in which immediate or concrete experiences provide a
basis for observations and reflections.
Kolb's (1984) model therefore works on two levels - a four-stage cycle there
are

Concrete

Experience

(CE),

Reflective

Observation

(RO),

Abstract

Conceptualization (AC), Active Experimentation (AE). And a four types definition of
learning styles, (each represents the combination of two preferred styles, rather like a
two-by-two matrix of the four-stage cycle styles. the learning styles are Diverging
(CE/RO), Assimilating (AC/RO), Converger (AC/AE), Accommodating (CE/AE)
Kolb explains that different people naturally prefer a certain single different
learning style. Various factors influence a person's preferred style: notably in his
experiential learning theory model (ELT) Kolb defined three stages of a person's
development, and suggests that our tendency to put to rights and successfully
integrate the four different learning styles improves as we mature through our

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development stages.
Kolb identified the development stages of leaning style.

The first is

acquisition - birth to adolescence - development of basic abilities and 'cognitive
structures' Specialization - schooling, early work and personal experiences of
adulthood - the development of a particular 'specialized learning style' shaped by
'social, educational, and organizational socialization'. The second is integration - midcareer through to later life - expression of non-dominant learning style in work and
personal life.
Whatever influences the choice of style, the learning style preference itself is
actually the product of two pairs of variables, or two separate choices that we make,
which Kolb presented as lines of axis, each with conflicting modes at either end:

Figure 2.1 Kolb’s learning style variables
Concrete Experience - CE (feeling) ----V----- Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing) ----V---- Reflective Observation - RO (watching)

Kolb meant by this that we cannot do both at the same time, and to an extent
our urge to want to do both creates conflict, which we resolve through choice when
confronted with a new learning situation. We internally decide whether we wish to do
or watch, and at the same time we decide whether to think or feel.

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The result of these two decisions produces (and helps to form throughout our
lives) the preferred learning styles, hence the two-by-two matrix below. We choose a
way of grasping the experience, which defines our approach to it, and we choose a
way to 'transform the experience' into something meaningful and usable, which
defines our emotional response to the experience.
Kolb divided our learning style is a product of these two choice decisions:
1.

How to approach a task- i.e., grasping experience – preferring to (a) watch or

(b) do
2.

Our emotional response to the experience - i.e., transforming experience -

preferring to (a) think or (b) feel
In other words, we choose our approach to the task or experience (grasping the
experience) by opting for 1(a) or 1(b):
1(a)

through watching others involved in the experience and reflecting on what

happens (‘reflective observation’-‘watching’)
1(b) through 'jumping straight in' and just doing it ('active experimentation' - 'doing')
And at the same time we choose how to emotionally transform the experience
into something meaningful and useful by opting for 2(a) or 2(b):
2(a) through gaining new information by thinking, analyzing, or planning (‘abstract
conceptualization’-‘thinking’)

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2(b) - through experiencing the 'concrete, tangible, felt qualities of the world'
('concrete experience' - 'feeling')
The combination of these two choices produces a preferred learning style. See the
matrix below.
Figure 2.2 Kolb’s learning style matrix view

DOING
(Active Experimentation AE)

WATCHING
(Reflective
Observation - RO)

FEELING

ACCOMODATING

DIVERGING

(Concrete Experience - CE)

(CE/AE)

(CE/RO)

THINKING
(Abstract Conceptualization AC)

CONVERGING (AC/AE)

ASSIMILATING
(AC/RO)

It is often easier to see the construction of Kolb's learning styles in terms of a
two-by-two matrix. The diagram also highlights Kolb's terminology for the four
learning styles; Diverging, Assimilating, and Converging, Accommodating. Thus, for
example, a person with a dominant learning style of doing rather than watching the
task, and feeling rather than 'thinking' about the experience, will have a learning style
which combines and represents those processes, namely an Accommodating learning
style, in Kolb's terminology.

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By knowing a person's (and your own) learning style enables learning to be
orientated according to the preferred method. That said, everyone responds to and
needs the stimulus of all types of learning styles to one extent or another. It's a matter
of using emphasis that fits best with the given situation and a person's learning style
preferences

B. Theoretical Framework

In this study, the researcher uses some theories which are appropriate with the
subject and the limitation. The first is about the learning process of the extensive
reading class. According to Atkinson (1993), learning is "A relatively permanent
change in behavior (sic.; it's American of course) that results from practice" (as cited
in Atherton J S, 2011). It means that in the learning process the students must have a
willingness to have some practices given by the lecturer about new knowledge. Using
such kind of practices the students will be able to change their behavior in learning
and achieve their goal.
A subject in which students’ learning style can be better exercised is
Extensive Reading. Extensive Reading is the way to encourage learners to engage in
a focused and motivating reading program with the potential to lead students along a
path to independence and resourcefulness in their reading and language learning.
Davis (1995) stated that Extensive Reading programs should be "without the
pressures of testing or marks" (p. 329). Extensive reading is about independent study.

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The students choose their own material and find the related sources based on their
choice. They must choose what they like most. It can increase the students’
motivation on learning. The role of the teacher or lecturer is only a facilitator. Day
and Bradford (1988) said that Lecturers orient students to the goals of the program,
explain the methodology, keep track of what each student reads, and guide students in
getting the most out of the program. And also a variety of materials on a wide range
of topics must be available so as to encourage reading for different reasons and in
different ways (p. 7-8). The students must learn by themselves and teacher only
guides them.
Based on those theories the students must have their own way to gain the
information and understand more about the information in the learning which is
called learning style. Ladd and Ruby (1999) stated that learning style is learners'
behaviors providing insight into the ways learners perceive, interact with, and
respond to the environment in which learning occurs (as cited in Brown, 2003).
Learning style is about the students’ way in responding to given environments and
condition in class especially in their process of understanding the material, reading
materials on extensive reading II class. Learning style means the way an individual
studies and the preferred method in the study. The preferred styles guide the way an
individual learns. They also change the way an individual internally represents
experiences, the way he or she recalls information, and even the words chosen
(“http://www.learning-styles-online.com/overview/”). It means that the students

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should be given an opportunity to employ learning style to get the best achievement.
It will be useful when they are given the freedom to learn by themselves to achieve
their own achievement.
There are some styles in learning. According to Kolb (1984) there are four
learning styles, namely Converger, Diverger, Assimilator, and Accommodator. To
know what the learning style of the students are, there are four aspects to be measured
Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization
(AC), and Active Experimentation (AE). Those four aspects can be found in the
Kolb’s learning style inventory. In the inventory there were some questions related to
the students’ daily activity. There are four alternatives in the answer, RO, CE, AE,
and AC. By counting the biggest amount of each alternative, the researcher defines
the students learning styles.
Because the importance of the students’ learning style in learning process,
lecturers need to accommodate and use it as their sources. They have to make sure
that what they have done in class was already based on the students learning style and
for their development.

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CHAPTER III
METHODOLOGY

This study examines identifying the students’ learning styles and their
implication using Kolb’s learning style inventory in the learning process of Extensive
Reading II class. The researcher conducts the research by applying research and
development as the research methodology.

A.

Research Method
In this study, the research used qualitative method, which was a survey

research. The Researcher used two instruments, interview and questionnaire. Those
two instruments help the researcher to answer the problems.
B.

Research Participants
The subjects of this study were the students and lecturer of English Language

Education Study Program of Sanata Dharma University year 2011. The survey was
done to a particular class of Extensive Reading II class and their lecturer. The
researcher wanted to know what the learning style of the students is when English is
their foreign language (EFL). The researcher also wanted to know about the
implication of learning style in a certain subject, Extensive Reading II.

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C. Research Instruments
To collect the data there were two research instruments used in this study.
They are questionnaire and interview.

1.

Questionnaire
The questionnaire included the instruments to learn what the students learning

style were. The instrument was taken from Kolb Learning Style Inventory. Kolb
learning style is an instrument which is used to measure and define the students’
preferences in learning style. There would be some questions which enable the
researcher to know the students’ learning style. The researcher also provided the
questions which were more specific in learning English. It was also related to the
process of learning in class. It was all about the interaction between the teachers or
lecturers and the students in the learning process, in the process of delivering the
knowledge or information. The questions would answer the preferring learning style
of the students.

2. Interview
The interview was the second instrument which the researcher used to know
how the students learnt in class. It was also gaining the information about the learning
style by the lecturer. The researcher wanted to know the real situation in class when
and how learning style involved. The researcher also wanted to know the strategy to
accommodate the learning style of the students. The lecturer’s strategy is needed in

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order to reach the goal. This interview aimed to know the relationship between
lecture, students, learning style and learning strategy. It would answer the implica