THE ENGLISH LEARNING STYLES OF THE STUDENTS OF SMA 1 MEJOBO By LISA MAYNA WULANDARI NIM 201432076

  

SKRIPSI

THE ENGLISH LEARNING STYLES

OF THE STUDENTS OF SMA 1 MEJOBO

By

LISA MAYNA WULANDARI

  

NIM 201432076

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS MURIA KUDUS

2018

  

THE ENGLISH LEARNING STYLES

OF THE STUDENTS OF SMA 1 MEJOBO

SKRIPSI

Presented to Universitas Muria Kudus

In Partial Fulfillment of the Requirements for Completing

the Sarjana Program in English Education

  

By

LISA MAYNA WULANDARI

NIM 201432076

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS MURIA KUDUS

  

2018

   MOTTO  Istiqomah is the best way.

   Where there is a will, there is a way.  Keep believing in your dream, and fight it.  Start where you are. Use what you have. Do what you can.

  

DEDICATION

  The researcher would like to dedicate this skripsi to:  Beloved parents, Mr. Cohudi Latif and

  Mrs. Masripah  My Sweet sisters, Septiana Wulandari and Tria Ayu Maylinda  Best friends ever  Advisors and Lecturer  Alma Mater

  

ACKNOWLEDGEMENT

  In the name of Allah SWT, the most gracious and the most merciful, in this occasion, the researcher would like to express her biggest gratitude to Allah SWT who has given her mercy and blessing so that the researcher can finish this skripsi entitled “English Learning Styles of the Students of SMA 1 Mejobo”.

  There are many people who gave sincerely a lot of support during her attempt to complete this research. The researcher would like to convey her special gratitude to them. They are: 1.

  Dr. Slamet Utomo, M.Pd as the Dean of Teacher Training and Education Faculty of Universitas Muria Kudus.

  2. Nuraeningsih, S.Pd., M.Pd as the Head of English Education Department.

  3. Dra. Sri Endang Kusmaryati, M.Pd as the first advisor, for all her invaluable time and patience in guiding her during the process of composing this skripsi.

  4. Mutohhar S.Pd., M.Pd as the second advisor, for all his invaluable time and patience in guiding his during the process of composing this skripsi.

  5. Saptaningsih Margirahayu, S.Pd who has given permission to conduct this research in her class.

  6. All of the lecturers of English Education Department of Teacher Training and Education Faculty of Universitas Muria Kudus.

  7. All of the students of SMA 1 Mejobo who have given the time for filling the questionnaire.

  8. The researcher’s parents Mr. Cohudi latif and Mrs. Masripah who give big love, spirit, support and pray.

  9. The researcher’s sisters, Septiana Wulandari and Tria Ayu Maylinda who never get tired to support and giving motivation in finishing the research.

  10. The researcher’s best friends Noor, Dian, Fajrina (Kak Ina), Alfia (Mbk Fia), Masyithoh, Wido, Lili, and Zuliana who always help, support and many times encouraged her as well during the study in campus.

  11. The researcher’s best friends Murgiyana (Nana), Uci, Emy, Sri Meilia (Mbk Sri), Elina who always support in Senior High School until now.

  12. The researcher’s best friends Herlina, Ayu, Rifa, Budi who always helped her dealing the ideas and statistical counting of the skripsi and many times encourage her best as well.

  13. The researcher’s family of Indonesian Student Moslem Movement who become her best partner for learning and growing up herself as well.

  14. The researcher’s family of Students Executive Board of Teacher Training and Education Faculty of Universitas Muria Kudus (BEM FKIP UMK) who become her best partner for learning and feeling express.

  15. The family of C Class of English Education Department who always give nice atmosphere during the study.

  16. The other friend whom the researcher cannot mention one by one.

  17. The researcher’s favorite place to write the skripsi “Self Access Room”.

  18. Her civitas, Universitas Muria Kudus which have been the institute of her study. Finally, the researcher will happily welcome any constructive critics and suggestion. The researcher hopes that it will be useful for those especially who are in the field of Education.

  Kudus, 14

  th

  of August 2018 The Researcher Lisa Mayna Wulandari

  

ABSTRACT

  Wulandari, Lisa Mayna. 2018. English Learning Styles of The Students of SMA 1

  Mejobo in Academic Year 2018/2019 . Skripsi. English Education

  Department. Teacher Training and education Faculty. Muria Kudus University. Advisor Lecturer: (I) Dra. Sri Endang Kusmaryati, M.Pd. (II) Mutohhar S.Pd, M.Pd.

  In receiving and processing the English material given by the teacher, every student must have different ways in the class that is called by learning style. Learning styles is the habitual of individual to learn something that makes comfortable. Knowing the students learning style is one of the factors to make teaching and learning process successful.

  The purposes of this research are: (1) To know the English learning style of male students of SMA 1 Mejobo in academic year 2018/2019. (2) To know the English learning style of female students of SMA 1 Mejobo in academic year 2018/2019. (3) To identify the difference and similarity of English learning style of male and female students of SMA 1 Mejobo in academic year 2018/2019.

  This research method is descriptive qualitative. The data source is students of eleventh grade of SMA 1 Mejobo consist of 101 students; 23 male students and 78 female students. The researcher used questionnaire to collect the data. The questionnaire is adapted from Joy. M. Reid.

  From the result of the questionnaire, the researcher found that: (1) The English learning style of male students of eleventh grade of SMA 1 Mejobo in academic year 2018/2019 is visual (38,6) as major learning style preference. (2) The English learning style of female students of eleventh grade of SMA 1 Mejobo in academic year 2018/2019 is auditory (38,8) as major learning style preference.

  (3) The difference of male and female students is the major learning style preference that the male students have visual learning style as major learning style preference, while the female students have auditory learning style as major learning style preference. And the second difference is male students have only individual learning style as negligible learning style preference, while the female students have kinesthetic, individual and group learning style as negligible learning style preference. The similarities of male and female students are tactile, kinesthetic, individual, and group learning style is the minor learning style preference. And the second similarity is male and female have individual learning style as negligible learning style preference.

  Based on the result above, the researcher would like to give suggestions: (1) For the students, they have to use maximize their own learning style. (2) For the teacher, they have to use some strategy and media to support in teaching and learning process because the male students have visual learning style and the female students have auditory learning style. (3) For the next researcher, they can use this research as a previous research and use another of intrument to know the student’s learning style more detail.

  Key words: Learning Styles, PLSPQ

  

ABSTRAK

  Wulandari, Lisa Mayna.2018. Gaya Belajar Bahasa Inggris Siswa-Siswi SMA 1

  Mejobo di Tahun Ajaran 2018/2019 . Skripsi . Program Studi Pendidikan

  Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (1) Dra. Endang Kusmaryati M.Pd, (2) Mutohhar S.Pd.,M.Pd.

  Dalam menerima dan memproses materi bahasa Inggris yang diberikan oleh guru, setiap siswa pasti mempunyai cara yang berbeda-beda yang hal itu sering disebut gaya belajar. Gaya belajar adalah kebiasaan individu dalam belajar sesuatu yang membuat nyaman. Mengetahui gaya belajar siswa-siswi adalah salah satu faktor yang membuat proses belajar dan mengajar berjalan dengan sukses.

  Tujuan dari penelitian ini adalah: (1) Untuk mengetahui gaya belajar Bahasa Inggris siswa laki-laki SMA 1 Mejobo di tahun ajaran 2018/2019. (2) Untuk mengetahui gaya belajar Bahasa Inggris siswa perempuan SMA 1 Mejobo di tahun ajaran 2018/2019. (3) Untuk mengethui persamaan dan perbedaan siswa laki-laki dan perempuan SMA 1 Mejobo di tahun ajaran 2018/2019.

  Metode yang digunakan dalam penelitian ini adalah qualitatif deskriptif. Sedangkan sumber data yang digunakan adalah siswa-siswi kelas sebelas SMA 1 Mejobo yang terdiri atas 101 murid; 23 siswa dan 78 siswi. Penelitian menggunakan kuisioner untuk mengumpulkan data. Kuisioner tersebut diadaptasi dari Joy M. Reid.

  Dari hasil kuesionner, peneliti menemukan bahwa: (1) Gaya belajar Bahasa Inggris siswa laki-laki SMA 1 Mejobo di tahun ajaran 2018/2019 adalah visual sebagai gaya belajar major (38,6). (2) Gaya belajar Bahasa Inggris siswa perempuan SMA 1 Mejobo di tahun ajaran 2018/2019 adalah Auditory sebagai gaya belajar major (38,8). (3) Perbedaan siswa laki-laki dan perempuan adalah siswa laki-laki memiliki gaya belajar visual sebagai gaya belajar major, sedangkan siswa perempuan memiliki gaya belajar auditori sebagai agaya belajar major. Dan perbedaan kedua siswa laki-laki mempunyai gaya belajar individual, sedangkan siswa perempuan mempunyai gaya belajar kinesthetic, individual, group sebagai gaya belajar negligible. Persamaan siswa laki- laki dan perempuan adalah gaya belajar tactile, kinesthetic, individual dan grup adalah sebagai gaya belajar minor,dan persamaan kedua siswa laki-laki dan perempuan mempunyai gaya belajar individual sebagai gaya belajar negligible.

  Berdasarkan hasil diatas, peneliti akan memberikan saran: (1) Untuk siswa, mereka harus menggunakan gaya belajar yang mereka miliki secara maksimal. (2) Untuk guru, mereka harus menggunakan beberapa strategi dan media dalam proses belajar dan mengajar karena siswa laki-laki mempunyai gaya belajar visual dan siswa perempuan mempunyai gaya belajar auditori. (3) Untuk peneliti selanjutnya, mereka bisa menggunakan penelitian ini sebagai referensi dan menggunakan instrumen yang lain untuk mengetahui gaya belajar siswa dengan lebih jelas.

  Kata Kunci: Gaya Belajar, PLSPQ

  

TABLE OF CONTENTS

Page

COVER ............................................................................................................. i

LOGO ................................................................................................................. ii

TITLE................................................................................................................. iii

MOTTO AND DEDICATION ....................................................................... iv

ADVISORS’ APPROVAL ............................................................................... v EXAMINER APPROVAL ............................................................................... vi

  

ACKNOWLEDGEMENT ................................................................................ vii

ABSTRACT ....................................................................................................... ix

ABSTRAK ......................................................................................................... x

TABLE OF CONTENTS ................................................................................. xi

LIST OF TABLES ............................................................................................ xiii

LIST OF FIGURE............................................................................................. xiv

LIST OF APPENDICES .................................................................................. xv

  CHAPTER I INTRODUCTION

  1.1 Background of the Research ................................................................ 1

  1.2 Statement of the Problem ..................................................................... 3

  1.3 Objective of the Research ..................................................................... 3

  1.4 Significance of the Research ................................................................. 3

  1.5 Scope of the Research ........................................................................... 4

  1.6 Operational Definition .......................................................................... 4

  CHAPTER II REVIEW TO RELATED LITERATURE

  2.1 Teaching and Learning in SMA 1 Mejobo .......................................... 5

  2.2 English Learning Style ......................................................................... 6

  2.3 Gender in Learning Style ..................................................................... 8

  2.4 Review of Previous Reserach ............................................................... 9

  2.5 Theoretical Framework ........................................................................ 10

  CHAPTER III METHOD OF THE RESEARCH

  3.1 Design of the Research ........................................................................ 12

  3.2 Data and Data Source............................................................................ 12

  3.3 Data Collection ..................................................................................... 12

  3.4 Data Analysis ....................................................................................... 14

  CHAPTER IV FINDING OF THE RESEARCH

  4.1 The English Learning Style of Male Students of SMA 1 Mejobo in Academic Year 2018/2019 ................................................... 16

  4.2 The English Learning Style of Female Students of SMa 1 Mejobo in Academic Year 2018/2019 .................................................... 18

  4.3 The Difference and Similarity of English Learning Style of Male and Female Students of SMa 1 Mejobo in Academic Year 2018/2019 ....................................................................................... 19

  CHAPTER V DISCUSSION

  5.1 The English Learning Style of Male Students of SMA 1 Mejobo in Academic Year 2018/2019 .................................................... 22

  5.2 The English Learning Style of Female Students of SMA 1 Mejobo in Academic Year 2018/2019 .................................................... 24

  5.3 The Difference and Similarity of English Learning Style of Male and Female of SMA 1 Mejobo in Academic Year 2018/2019 ................................................................................................ 27

  CHAPTER VI CONCLUSION AND SUGGESTION

  6.1 Conclusion.............................................................................................. 28

  6.2 Suggestion .............................................................................................. 29

  

REFERENCES ................................................................................................ 30

APPENDICES .................................................................................................. 32

  

LIST OF TABLES

Table Page

  3.1 Scoring Questionnaire ........................................................................... 15

  3.2 The Learning Style Indicator Score......................................................... 16

  4.1 The Perceptual Learning Style Preference of Male Students of Eleventh Grade Studentsof SMA 1 Mejobo in Academic Year 2018/2019 .............................................................................................. 17

  4.2 The Perceptual Learning Style Preference of Female Students of Eleventh Grade Students of SMA 1 Mejobo in Academic Year 2018/2019 ....................................................................................... 19

  4.3 The Result Percentages of Learning Style of Male and Female Students of Male and Female Students ................................................... 20

  

LIST OF FIGURE

Figure Page

  2.1 Theoretical Framework ............................................................................. 11

  2.2 The Result of Average Score of Male Students ........................................ 16

  2.3 The Result of Average Score of Female Students ..................................... 18

  2.4 The Result of Average Score of Male and Female Students ..................... 20

  

LIST OF APPENDICES

Appendix

  Appendix 1 Table of Specification of Questionnaire ................................. 33 Appendix 2 Perceptual Learning Style Preference Questionnaire ............. 34 Appendix 3 Scoring Questionnaire............................................................. 38 Appendix 4 The Male Students

  ’ Score of Questionnaire ........................... 42 Appendix 5 The Female Students

  ’ Score of Questionnaire ....................... 43 Appendix 6 Penetapan Pembimbing Skripsi Letter .................................... 45 Appendix 7

  Keterangan Selesai Bimbingan…………………………….. . 46 Appendix 8

  Appendix 9 Statement ................................................................................ 48 Appendix 10 Surat Ijin Penelitian ................................................................ 49 Appendix 11 Surat Selesai Penelitian ........................................................... 50 Appendix 12 Kartu Bimbingan..................................................................... 51 Appendix 13 Curriculum Vitae .................................................................... 53

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