VARIATIONS OF LEARNING STYLES WITH REFERENCE TO PLACE OF LIVING AND ACHIEVEMENT IN STUDY.

VARIATIONS OF LEARNING STYLES WITH REFERENCE TO

PLACES OF LIVING

AND ACHIEVEMENT IN STUDY

A Thesis

Submitted to Post-Graduate School English Applied Linguistic Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

KANTY LESTARI Reg. Number: 809111035

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN MEDAN

VARIATIONS OF LEARNING STYLES WITH REFERENCE TO

PLACES OF LIVING

AND ACHIEVEMENT IN STUDY

A Thesis

Submitted to Post-Graduate School English Applied Linguistic Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

KANTY LESTARI Reg. Number: 809111035

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN MEDAN

ABSTRACT

Variations of Learning Styles with Reference to Places of Living and Achievement in Study. Kanty Lestari. NIM: 809111035. Thesis. Medan: English Applied Linguistics Study Program. 2012.

This research purposed to find out what learning styles dominantly used by the students with different places of living, home and dormitory, in MAN 2 Tanjung Pura, Academic Year 2011/2012. This study used qualitative research method by observed, gave questionnaires, and interviewed the students as the data sources and their output as the data. The data analyzed using Miles and Huberman’s interactive model. The population of this study is the students from grade ten, eleven, and twelve in MAN 2 Tanjung Pura Lessons Year 2011/2012, amounting to 3 classes (1 class from each grade).Sample of this study was amounting to 20 students for each, students who live at home and students who live in dormitory. Since the number of the students who live in dormitory is not in a big number so to balancing it. Researcher decided to choose the same number of students at the two different places of living, 20 students who live at home and 20 students who live in dormitory; and the samples taken at random. Instruments of data collection are: questionnaire and interview. On average score, visual learners’ students who lived with parents got 74.11; while visual learners’ students who live in dormitory got 62.77. Auditory learners’ students who live with parents got 66.28 on the average and auditory learners’ students who live in dormitory got 50.57. The kinesthetic learners’ students who live with parents got 66.75 for the average and the kinesthetic learners’ students who live in dormitory got 50. From the achievement and places of living point of views, students who live with parents achieved the better score than the students who live in school dormitory and researcher found that there are two main points that caused the difference, which are: Comfortness and Family involvement.

ACKNOWLEDGEMENT

First of all, the researcher really gratitude to ALLAH SWT for the enlighten thought for me so she can finish it in time. Alhamdulillah.

This endeavor is dedicated to her loving parents, H. AKP. Supardi, S and Hj. Aida Suryana, S.Ag, A.Pd, who have becomeinspiration in her life; without them, researcher would never have accomplished this goal. Her parents have been a support and resource for her, and she loves them both very much.

Researcher also very thankful to her advisors committee:Prof. Dr. Lince Sihombing, M. Pd and Prof. D. P. Tampubolon, Ph. D; for their time, efforts, advice and feedback are meant a lot for her. Also a big thank to the reviewers; Prof. Amrin Saragih, M.A., Ph. D, Prof. Dr. Busmin Gurning, M. Pd, and Dr. Eddy Setia, M.Ed., TESP; for the suggestions and questions which are really helped to improve this thesis to be better.

Researcher would like to give a big appreciation for all of her colleagues, family, and friends. There are too many to mention! The times that have been dedicated to her education caused her to sacrifice precious opportunities with those she loves. Researcher missed many opportunities to hangout and spending time with her niece Alya and her nephew Abrar. Researcher also could not have done this without the support of her husband, Afwan Hadi Nst, S.S who celebrated each accomplishment with her along the way. Merci monsieur.

Finally, thank you to everyone for your understanding and support through this process. Many of you have listened when researcher needed to vent, and provided a shoulder when researcher needed to cry. Thank you.

TABLE OF CONTENTS

Abstract ……….. ii

Acknowledgement ………

iii

Table of contents ……… iv

List of Figure and Tables ……… vi

CHAPTER I : INTRODUCTION

1.1 Background of Study ……… 1

1.2 Problem of the Study ……… 6

1.3 Objective of the Study ……….. 6

1.4 Scope of the Study ……… 6

1.5 Significances of the Study ……… 7

CHAPTER II : REVIEW OF LITERATURE

2.1 Learning ……… 8

2.2 Learning Styles ………. 8

2.2.1 Types of Learning Styles ……… 10

a. Visual Learning Style ………. 10

b. Auditory Learning Style ………. 11

c. Kinesthetic Learning Style ……….. 12

2.3 Result of Study (Learning Achievement) ……….. 13

2.3.1 Understanding Student’s Learning ……….. 14

2.4 Understanding Student’s Achievement ………. 14

2.5 Factors Affecting Student’s Achievement ………. 16

2.5.1 Internal Factors ……… 16

2.5.2 External Factors ……….. 18

a. Familial Environment ……….. 18

b. School Environment ……… 19

c. Community Environment ……… 20

2.6 Dormitory as a social environment for students ………..

21

2.7 Relevance Studies ……… 22

CHAPTER III : RESEARCH METHODOLOGY

3.1 Research Design ………..

25

3.2 The Location of Research ……… 25

3.3 Population and Sample ………

25

3.4 The Data and Data Sources ……… ……

26

3.4.1 The Data ………....

26

a. Primary data ………..

26

b. Secondary data ………..

26

3.4.2 The Data sources ……… 27

3.5 The Instruments of Data Collection ………

27

3.6 The Techniques of Data Collection ….………...

28

3.7 The Technique of Data Analysis ……….

30

3.8 Triangulation ……… 31

CHAPTER IV: ANALYSIS AND DISCUSSION

4.1 The Data Description and Data analysis ……… 32

4.2 The Findings ……….………. 40

4.3 Discussion ……….. 41

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

5.1 The Conclusions ……… 46

5.2 Suggestions ……… 46

REFFERENCES ………

47

Appendixes

Appendix 1

: Questions asked to the matron ……….. 51

Appendix 2

: Questionnaire ……… 52

Appendix 3

: Interview questions ……….. 54

Appendix 4a-1: Transcriptions of the interview visual (home) ………. 55

Appendix 4a-2: Transcriptions of the interview auditory (home) ……….. 59

Appendix 4a-3: Transcriptions of the interview kinesthetic (home) ……….. 63

Appendix 4b-1: Transcriptions of the interview visual (dormitory) ……….. 66

Appendix 4b-2: Transcriptions of the interview auditory (dormitory) ………... 71

Appendix 4b-3: Transcriptions of the interview kinesthetic (dormitory)………. 75

LIST OF TABLES AND FIGURES

List of figure :

Figure 2.8.1

: Framework of study

Figure 3.7.1

: Miles and Huberman’s Interactive

List of tables :

Table 4.1.1 : Percentage of Students Learning Styles in MAN 2 Tanjung Pura who

live at home and who live in dormitory

Table 4.1.2 : Table of the percentage of students’ learning styles between the students

who live at home and who live in dormitory

Table 4.1.3 : Score of the chosen students who stay at home

Table 4.1.4 : Score of the chosen students who stay in dormitory

Table 4.1.5 : Average scores between students live with parents and students live in

dormitory

Table 4.1.6 : Students application in learning (The objects can be seen

in the appendixes)

Table 4.1.7 : The description of learning process by the students at home and in

dormitory

Page

31 24

Page

32

33

35 34 34

38 36

CHAPTER I INTRODUCTION 1.1 The Background of Study

Learning is an activity of human changing to be better than before that occur in the overall behavior of an organism as a result of experience. Learning is an everlasting process to achieve something in every aspect in life including in education. Learning is an activity that proceeds and is a very fundamental element in the operation of every type and level of education. This means that the success or failure of educational achievement was highly dependent on the learning process experienced by students, both while in school or home environment or his/her own family. According to Syah (2003:65) that learning is relatively permanent changes that occur in the overall behavior of an organism as a result of experience. Thus, it can be interpreted that learning is a process of one's efforts to acquire a new behavior changes as a whole, as a result of his own experience in the interaction with the environment.

Deals with learning, someone’s ability in understanding and absorbing the lessons are different. Some are easy to understand or quick learners and some are slow to understand or slow learners, and because of that there are different ways that taken to understand about the same topic of study. Some students like it more if the teacher teaching by writes it on the white board so they can read it and try to understand it fully. But some of the students like it more if the teacher teaching by explains it all like a speaker, who explains the lessons with some illustrations, while the students try to draw it in their mind with their own understanding, meanwhile; some of the students are more like to make a small group to discuss the questions about the lessons.

The differences in absorbing the lessons to be fully understood deal with learning styles, where learning styles are various approaches or ways of learning. Stewart and

Felicetti (1992) define learning styles as those educational conditions under which a student is most likely to learn. Thus, learning styles are not really concerned with what learners learn, but rather how the students prefer to learn, and of course the students’ learning styles affect on their result of study, whether the students success or not in their study.

There are some phenomena which are interesting to be observed. In one education community, researcher seen that some students are more like if the lessons deliver with pictures or diagrams, some students are more like if the lessons explain by the teacher, and some of the students are more like if the learning activity is move around, they want to be active and not only sit on the chair.

MAN 2 Tanjung Pura is one of schools in the suburb of Sumatera Utara with a vision to be the best in study and Akhlakul Karimah. This school is also facilitating the students with dormitory for those who want to live in dormitory. Barnhart and Barnhart (1983) mentioned that a dormitory is a building with many rooms for living and sleeping and each room consist of several beds. As in Webster New Collegiate Dictionary (1975) defined dormitory as: - A room for sleeping; a large room containing numerous beds. - A residence hall providing rooms for individuals or for groups usually without private baths. - A residential community from which the inhabitants commute to their places of employment. In dormitory, a good study environment is a highly individualized matter. What’s right for one student may not be right for others or roommate. As much as possible, the student should designate a special place to study and the place should be uncluttered and should provide few distractions to allow for maximum concentration.

Dormitory also has rules that must be obeyed by the students. As the matron in MAN 2 Tanjung Pura, Amah (2012) stated that there are some rules that must be

obeyed by the students who live in the dormitory, such as:

1. Alcohols, fire, and any sharp weapons are highly forbidden.

2. The lateness to back to dormitory from school or course is at 6 p.m., night lateness must ask for permission from the matron.

3. The door closed at 10 p.m. 4. Lights out at 12.00 p.m.

5. Wake up at 5.00 a.m. for praying and preparing to go to school. 6. Social visit only on holidays or every Sundays.

7. The 2nd grade’s students are allowed sleeping over outside of dormitory every Saturday night (weekend), but with permission from the matron and report about where he or she will stay for the weekend, and must be back to dorm at least on Sunday’s evening.

8. Take turn to clean the dorm by grades (weekly).

9. No outsiders stay at night without permission from the matron.

To achieve the goal of the vision, of course it is needed to create conducive teaching-learning activity. Based on the researcher observation in MAN 2 Tanjung Pura, researcher found that many students faced difficulties in following the lessons which is end bad to their result of study. The students are also difficult to adapt their learning style with the teacher’s way of teaching at school. At home, sometimes the students also have to study with rules that made by their parents. As stated by Desforges & Abouchaar (2003:91), what parents do with their children at home through the age range, is much more significant than any other factors open to educational influence.

For the students who live in dorm also have to face different thing to be adapted with, between their learning style and their dorm environments such as friends, noise,

and appropriate place to study. Faye (2001) stated that students who live in dorm should make zones – a study zone, a socializing zone, a sleeping zone. The students should design a quiet area for studying and if it’s possible, hang a “DO NOT DISTURB” sign on the door to minimize the distractions from the dorm-mates.

Those all situation, home or dorm, gave impact on the students’ learning styles. The students find a comfortable way for them to learn such as; learning and listening the music, learning and watching, learning by reading, learning by rewrite, learning by eat or drink, learning by say it out loud, or learning by discussion, etc. It is along with Experiential Learning Theory by Kolb (1984) that the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual's preferred approaches. These learning styles are as follows:

a. Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems.

b. Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives.

c. Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.

d. Accommodatorsuse concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.

Kolb theorized that the four combinations of perceiving and processing determine one of four learning styles of how people prefer to learn. Kolb believes that learning styles are not fixed personality traits, but relatively stable patterns of behavior that is based on their background and experiences. In time, Kolb’s learning styles was adapted and developed by Honey & Mumford (1992), and also Fleming & Mills (1992). Based on those four learning styles by Kolb, Honey & Mumford, and Neil Fleming created their own learning styles models.

Honey and Mumford’s learning styles are: Activist (Having an experience), Reflector (Reviewing the experience), Theorist (Concluding from the experience), and Pragmatist (Planning the next steps). Neil Fleming VAK/VARK styles are: Visual, Auditory, and Kinesthetic. Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners’ best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their preferred learning style and maximize their educational experience by focusing on what benefits them the most.

Based on all of the background above, the researcher thought that learning styles and place of living have a great impact on someone’s result of study. Although it’s not proved yet, but theoretically learning styles and place of learning have important role in the relationship with result of study. Researcher is interested to do a research about the

students’ learning styles and their places of living to the students of MAN 2 Tanjung Pura’s result of study.

1.2 The Problems of the Study

In line with all explanations above, there are questions to be answered:

1. What learning styles are dominantly used by the students who live with their parents?

2. What learning styles are dominantly used by the students who live in dormitory? 3. To what extend does places of living affect on students’ English learning result? 4. Why do the students practice the learning style the way they do?

1.3 The Objective of the Study

As the purposes of this study that wants to be reached by the researcher are:

1. To know what learning styles are dominantly used by the students in MAN 2 Tanjung Pura who live with their parents.

2. To know what learning styles are dominantly used by the students in MAN 2 Tanjung Pura who live with dormitory

3. To analyze in what extend does places of living affect on students’ English learning result.

4. To describe why the students’ learning styles appears so.

1.4 The Scope of the Study

Based on the background above, so this study limited on the Students’ learning styles and students’ results of study between students living in dormitory and the

not-living in a dormitory grade ten, eleven and twelve. The students’ results of study will be seen from their report book.

1.5 The Significances of the Study Theoretically, the impacts of this study are:

1. To add information for readers, matron, schools, and staff especially teachers about the difference result of study of students with different learning styles and different places of living.

2. As the input to the teachers, if the teacher wants to make group of study and discussion, so the teacher needs to make a good portion in each groups between the students who lives in dormitory and the students who lives with their parents, and the students from different learning styles.

3. As information for parents and matron about the students’ daily learning activities and result of study.

Practically, the impacts of this study are:

1. The teachers to apply suitable way of teaching to make the students with different types of learning styles understand about the lesson.

2. The matron and parents support the students fairly in their study according to the students’ learning styles.

3. The students can understand their own learning style and learn appropriately, so the students can dig their potential more to be better in learning and in result of study.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1 The Conclusions

After the data collected and analyzed so researcher draw the conclusions as follow:

1. The students who live with their parents got the better score than the students who live in dormitory.

2. There are 5 types of learners in MAN 2 Tanjung Pura: Visual Learners, Auditory Learners, Auditory Learners, Kinesthetic Learners, and Visual-Auditory-Kinesthetic Learners

3. The students who live at home with their parents feel more comfortable than the students who live in dormitory; that is why they can achieve better.

4. Family involvement in students learning also affect on the students achievement.

5.2 Suggestions

Based on those conclusions above, researcher wants to suggest some points:

1. For the students of MAN 2 Tanjung Pura who live at home with their parents and also for those who live in dormitory to study harder and achieve higher than before.

2. For the teachers, especially the teachers in MAN 2 Tanjung Pura to pay more attention to the students learning styles, so teachers can improve their way in teaching to reach all the students from all types of learning styles.

3. For school management, to pay more attention to dormitory environment because the students comfortness and their environment also affect on their achievement. 4. For parents and matron, to keep watching, reminding, and encouraging the

REFFERENCES

Books:

Ary, D., Jacobs. L. C., & Sorensen, C. (2010).

Introduction to Research in Education

(8th

ed)

.

California: Wadsworth.

Barnhart, C. L & Barnhart, R. K. (1983).

World Book Dictionary, vol. 2.

USA: Double

Day Company, Inc.

Berry, Michael. A. (2002).

Healthy School Environment and Enhanced Educational

Performance.

Washington, DC: CRI.

Blaxter, L., Hughes, C., Tight, M. (2006)

How to Research. Third Edition

. Berkshire;

Open University Press.

Bogdan, R. C. & Biklen, S. K. (1982).

Qualitative Research for Education.

Boston: Allyn

and Bacon.

Burns, R. 1995.

The adult learner at work.

Sydney: Business and Professional Publishing.

C. Desforgas & A. Abouchaar. (2003).

A Research Report: “The Impact of Parental

Involvement, ParentalSupport and Family Education on Pupil Achievements and

Adjustment: A Literature Review”

. Nottingham: DfES Publications, Department for

Education and Skill.

Campbell, A, McNamara, O and Gilroy, P. (2004)

Practitioner Research and Professional

Development in Education

, London: Paul Chapman.

Cohen, L, Manion, L and Morrison, K. (2000)

Research Methods in Education, 5

th

Ed

.

London: Routledge Falmer.

Denzin, N. K. & Lincoln, Y.S. (1994).

Handbook of Qualitative Research.

Thousand Oaks:

Sage Publication.

Dunn,R. Beaudry, J.S. & Klavas, A. (1989).

Survey of Research on Learning Styles

.

Educational Leadership: Association for Supervision and Curriculum Development.

Hoel. J, Parker, Jeffrey, & Rivenburg, Jon. (2004).

Peer Effects: Do First-Year Classmates,

Roommates, and Dormmates Affect Students’ Academic Success

. Mexico: Higher

Education Data Sharing Consortium Winter Conference.

Honey, P & Mumford, A. (1992).

The Manual of Learning Styles: Revised version

.

Maidenhead: Peter Honey Publications.

Kolb D. (1984).

Experiential learning: experience as the source of learning and

development

. Englewood Cliffs, New Jersey: Prentice Hall.

Kolb D. (1999).

The Kolb Learning style Inventory, Version 3

. Boston: Hay Group.

Leu, Elizabeth. (2004).

Developing a Positive Environment for Teacher Quality

. USA:

Academy for Educational Development.

Michigan Department of Education. (2002).

What Research Says About Parent Involvement

in Children’s Education in Relation to Academic Achievement

. Michigan: Michigan

Department of Education.

Miles, M. & Huberman, M. (1984).

Qualitative Data Analysis: A Source of New Methods.

Beverly Hills: Sage Publication.

Qomariyah. (2010).

Skripsi: Pengaruh Gaya Belajar siswa Terhadap Prestasi Belajar

Siswa SMA Negeri 1 Blega

. Malang: Universitas Islam Negeri Maulana Malik

Ibrahim Malang.

Slameto. (1995). “

Belajar dan Faktor-faktor yang Mempengaruhinya”

. Jakarta : PT.

Rineka Cipta.

Strauss, A. & Corbin, J. (1990).

Basics of qualitative research: Grounded theory

procedures and techniques

. London: Sage.

Suryana, Aida. (2004).

Skripsi: Perbandingan Hasil Belajar Siswa Pada Bidang Studi

Kimia Antara Siswa yang Tinggal di Asrama dan yang Bukan Tinggal di Asrama.

Medan: Universitas Negeri Medan.

Syah, Muhibbin. (2003).

“Psikologi Belajar”.

Jakarta : Raja Grafindo Persada, Inc.

Journals:

Abidin, Moh. J. Zainol. Rezaee, Abbas A. Abdullah, H. N, & Singh, Kiranjrit K. B. (2011).

Learning Styles and Overall Academic Achievement in a Specific Educational

System. International Journal of Humanities and Social Science,

Vol. 1, No. 10.

USA: Center for Promoting Ideas.

Crosnoe, R., & Elder, G. H., Jr. (2004). Family dynamics, supportive relationships, and

educational resilience during adolescence.

Journal of Family Issues, 25

(5), 571-602.

Fan, H. Fan, S. Bai, Chuiling, and Liu, Junli. (2010).

Analysis of Covariance in

Researching on Influence of the Dormitory Academic Atmosphere on Achievement.

Modern Applied Science,

Vol. 4, No. 1. China: Tianjin Polytechnic University.

Fleming, N.D. & Mills, C. (1992).

Helping Students Understand How They Learn: The

Teaching Professor

, Vol. 7 No. 4, Magma Publications, Madison, Wisconsin, USA.

Harris, Richard & Michael E. Mercier

.

_(2000).

_{A Test for Geographers: The Geography of}

Educational Achievement in Toronto and Hamilton

. The Canadian Geographer Vol.

44:3.

Keegan, Eamon M, & Muler C. (2005). Predicting antisocial behavior among Latino young

adolescents: Ecological systems analyses. American Journal of Orthopsychiatry

2005; 75: 117-127.

Parker, Jeffrey. (2009).

Forthcoming: Journal of Economic Education.

Available online at

academic.reed.edu/economics/parker/.

Stewart, K. L., & Felicetti, L. A. (1992).

Learning styles of marketing majors.

Educational

Research Quarterly, 15(2), 15-23.

Online Media:

Faye, Ellen. (2001).

Dorm Room Organizing Tips. New Jersey: Ellen Faye Organization.

Retrieved from www.ellenfaye.com on March 5

th

, 2012.

Fleming, G. A. (2012). Learning Styles: Know and Use Your Personal Learning Style.

About.com

Guide.

Retrieved

from

http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm on June, 17

th

,

2012.

Nakate, Shashank. (2010). Kinesthetic Learners. Buzzle.com. Retrieved from

http://www.buzzle.com/articles/kinesthetic-learners.html on July, 2

nd

, 2012.

Newton, Lyn. (2012). Characteristics of Auditory Learners. Families.com, LLC. Retrieved

from

http://education.families.com/blog/characteristics-of-auditory-learners

on

June, 25

th

, 2012.

Perles, Keren. (2010). Identifying Learning Modalities: Characteristics of Visual, Auditory,

and Kinesthetic Learners. iVillage: Bright Hub Inc. Retrieved from

http://www.brighthubeducation.com/teaching-methods-tips/68849-identifying-learning-modalities-visual-auditory-and-kinesthetic/ on March, 9

th

, 2012.

Ryan, Ann. (1999). Visual Learning Style Characteristics. eHow: Demand Media Inc.

Retrieved

from

http://www.ehow.com/list_6387156_visual-learning-style-characteristics.html on April, 3

rd

, 2012.

Webster’s New Collegiate Dictionary. (1975). Philippines: G&C Merriam Co.

(http://e-how.com). (Retrieved on Desember, 10

th

, 2011)

Yasa, Doantara.

Aktivitas dan Prestasi Belajar,

(http://ipotes.wordpress.com). (Retrieved

living in a dormitory grade ten, eleven and twelve. The students’ results of study will be seen from their report book.

1.5 The Significances of the Study Theoretically, the impacts of this study are:

1. To add information for readers, matron, schools, and staff especially teachers about the difference result of study of students with different learning styles and different places of living.

2. As the input to the teachers, if the teacher wants to make group of study and discussion, so the teacher needs to make a good portion in each groups between the students who lives in dormitory and the students who lives with their parents, and the students from different learning styles.

3. As information for parents and matron about the students’ daily learning activities and result of study.

Practically, the impacts of this study are:

1. The teachers to apply suitable way of teaching to make the students with different types of learning styles understand about the lesson.

2. The matron and parents support the students fairly in their study according to the students’ learning styles.

3. The students can understand their own learning style and learn appropriately, so the students can dig their potential more to be better in learning and in result of study.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1 The Conclusions

After the data collected and analyzed so researcher draw the conclusions as follow:

1. The students who live with their parents got the better score than the students who live in dormitory.

2. There are 5 types of learners in MAN 2 Tanjung Pura: Visual Learners, Auditory Learners, Auditory Learners, Kinesthetic Learners, and Visual-Auditory-Kinesthetic Learners

3. The students who live at home with their parents feel more comfortable than the students who live in dormitory; that is why they can achieve better.

4. Family involvement in students learning also affect on the students achievement.

5.2 Suggestions

Based on those conclusions above, researcher wants to suggest some points:

1. For the students of MAN 2 Tanjung Pura who live at home with their parents and also for those who live in dormitory to study harder and achieve higher than before.

2. For the teachers, especially the teachers in MAN 2 Tanjung Pura to pay more attention to the students learning styles, so teachers can improve their way in teaching to reach all the students from all types of learning styles.

3. For school management, to pay more attention to dormitory environment because the students comfortness and their environment also affect on their achievement. 4. For parents and matron, to keep watching, reminding, and encouraging the

REFFERENCES

Books:

Ary, D., Jacobs. L. C., & Sorensen, C. (2010). Introduction to Research in Education (8th ed).California: Wadsworth.

Barnhart, C. L & Barnhart, R. K. (1983). World Book Dictionary, vol. 2. USA: Double Day Company, Inc.

Berry, Michael. A. (2002). Healthy School Environment and Enhanced Educational

Performance.Washington, DC: CRI.

Blaxter, L., Hughes, C., Tight, M. (2006) How to Research. Third Edition. Berkshire; Open University Press.

Bogdan, R. C. & Biklen, S. K. (1982). Qualitative Research for Education. Boston: Allyn and Bacon.

Burns, R. 1995. The adult learner at work.Sydney: Business and Professional Publishing. C. Desforgas & A. Abouchaar. (2003). A Research Report: “The Impact of Parental

Involvement, ParentalSupport and Family Education on Pupil Achievements and

Adjustment: A Literature Review”. Nottingham: DfES Publications, Department for

Education and Skill.

Campbell, A, McNamara, O and Gilroy, P. (2004) Practitioner Research and Professional

Development in Education, London: Paul Chapman.

Cohen, L, Manion, L and Morrison, K. (2000) Research Methods in Education, 5th Ed. London: Routledge Falmer.

Denzin, N. K. & Lincoln, Y.S. (1994). Handbook of Qualitative Research. Thousand Oaks: Sage Publication.

Dunn,R. Beaudry, J.S. & Klavas, A. (1989). Survey of Research on Learning Styles. Educational Leadership: Association for Supervision and Curriculum Development. Hoel. J, Parker, Jeffrey, & Rivenburg, Jon. (2004). Peer Effects: Do First-Year Classmates,

Roommates, and Dormmates Affect Students’ Academic Success. Mexico: Higher Education Data Sharing Consortium Winter Conference.

Honey, P & Mumford, A. (1992). The Manual of Learning Styles: Revised version. Maidenhead: Peter Honey Publications.

Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.

Kolb D. (1999). The Kolb Learning style Inventory, Version 3. Boston: Hay Group.

Leu, Elizabeth. (2004). Developing a Positive Environment for Teacher Quality. USA: Academy for Educational Development.

Michigan Department of Education. (2002). What Research Says About Parent Involvement

in Children’s Education in Relation to Academic Achievement. Michigan: Michigan

Department of Education.

Miles, M. & Huberman, M. (1984). Qualitative Data Analysis: A Source of New Methods.

Beverly Hills: Sage Publication.

Qomariyah. (2010). Skripsi: Pengaruh Gaya Belajar siswa Terhadap Prestasi Belajar Siswa SMA Negeri 1 Blega. Malang: Universitas Islam Negeri Maulana Malik Ibrahim Malang.

Slameto. (1995). “Belajar dan Faktor-faktor yang Mempengaruhinya”. Jakarta : PT. Rineka Cipta.

Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory

procedures and techniques. London: Sage.

Suryana, Aida. (2004). Skripsi: Perbandingan Hasil Belajar Siswa Pada Bidang Studi Kimia Antara Siswa yang Tinggal di Asrama dan yang Bukan Tinggal di Asrama.

Medan: Universitas Negeri Medan.

Syah, Muhibbin. (2003). “Psikologi Belajar”.Jakarta : Raja Grafindo Persada, Inc.

Journals:

Abidin, Moh. J. Zainol. Rezaee, Abbas A. Abdullah, H. N, & Singh, Kiranjrit K. B. (2011).

Learning Styles and Overall Academic Achievement in a Specific Educational System. International Journal of Humanities and Social Science, Vol. 1, No. 10. USA: Center for Promoting Ideas.

Crosnoe, R., & Elder, G. H., Jr. (2004). Family dynamics, supportive relationships, and educational resilience during adolescence. Journal of Family Issues, 25(5), 571-602. Fan, H. Fan, S. Bai, Chuiling, and Liu, Junli. (2010). Analysis of Covariance in

Researching on Influence of the Dormitory Academic Atmosphere on Achievement. Modern Applied Science, Vol. 4, No. 1. China: Tianjin Polytechnic University. Fleming, N.D. & Mills, C. (1992). Helping Students Understand How They Learn: The

Teaching Professor, Vol. 7 No. 4, Magma Publications, Madison, Wisconsin, USA.

Harris, Richard & Michael E. Mercier._{(2000). A Test for Geographers: The Geography of}

Educational Achievement in Toronto and Hamilton. The Canadian Geographer Vol.

44:3.

Keegan, Eamon M, & Muler C. (2005). Predicting antisocial behavior among Latino young adolescents: Ecological systems analyses. American Journal of Orthopsychiatry 2005; 75: 117-127.

Parker, Jeffrey. (2009). Forthcoming: Journal of Economic Education.Available online at academic.reed.edu/economics/parker/.

Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

Online Media:

Faye, Ellen. (2001). Dorm Room Organizing Tips. New Jersey: Ellen Faye Organization.

Retrieved from www.ellenfaye.com on March 5th, 2012.

Fleming, G. A. (2012). Learning Styles: Know and Use Your Personal Learning Style.

About.com Guide. Retrieved from

http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm on June, 17th, 2012.

Nakate, Shashank. (2010). Kinesthetic Learners. Buzzle.com. Retrieved from http://www.buzzle.com/articles/kinesthetic-learners.html on July, 2nd, 2012.

Newton, Lyn. (2012). Characteristics of Auditory Learners. Families.com, LLC. Retrieved from http://education.families.com/blog/characteristics-of-auditory-learners on June, 25th, 2012.

Perles, Keren. (2010). Identifying Learning Modalities: Characteristics of Visual, Auditory, and Kinesthetic Learners. iVillage: Bright Hub Inc. Retrieved from http://www.brighthubeducation.com/teaching-methods-tips/68849-identifying-learning-modalities-visual-auditory-and-kinesthetic/ on March, 9th, 2012.

Ryan, Ann. (1999). Visual Learning Style Characteristics. eHow: Demand Media Inc. Retrieved from http://www.ehow.com/list_6387156_visual-learning-style-characteristics.html on April, 3rd, 2012.

Webster’s New Collegiate Dictionary. (1975). Philippines: G&C Merriam Co. (http://e-how.com). (Retrieved on Desember, 10th, 2011)

Yasa, Doantara. Aktivitas dan Prestasi Belajar, (http://ipotes.wordpress.com). (Retrieved on Desember, 7th, 2011)