READING COMPREHENSION PROCESS BY STUDENTS WITH DIFFERENT LEARNING STYLES.
VII
ABSTRACT
Masbe, Herina. Readi ng Comprehension Process by Stude nts with Different
Learning Styles. A Thesis. Englis h A pplied Linguistcs S tudy Program
Postgraduate School, State University of M edan. 201 L
The objectives of th is qualitative research were to: discover the read ing
comprehension processes of students with visual and auditory learning styles in
understanding exposition and narrative texts. The questionnaire consist of 30 items
was given to 70 students Semester VI students of State Institute for Islam ic Studies
Medan, North Sumatera (1nstitut Agama Islam Negeri Sumatera Utara: lAIN- SU)
The learning styles to be discovered were visual and auditory. The result of the
analysis items, only six students were chosen as the sample. Because the learnin g
styles in focused were only visual and auditory, without any combinations of visual
and auditory or vice versa.
Based on the findings, the students with visual and auditory learning style
applied interactive models, the combination of bottom- up and top- down models i.e
visual learners applied interactive method in reading exposition text, especially
bottom up and top down method and generalizing idea or statement while the
auditory learners applied top- down process especially, sampling, predicting and
testing. In reading narrative text, the visual learners applied bottom up and top down
method while auditory learners applied recognizing word/ phrase meaning,
pronouncing and predicting. Therefore, it can be concluded that the learning styles
affect the students reading comprehension process.
It implies that, lecturers in the process of instruction should understand the
students' learning style, thus it is suggested that lecturers need to introduce the
readi ng comprehension processes models and to motivate the learners to apply
reading comprehension process while reading are important.
le4
~-/bjZ
(MILIK PERPUSTAKAANJ'
UNIMED
I¥~
p'
PROCESS
~-
TGL. iERI;'/1\ -+-----
_____,,.
AS AL
....._
PENERBIT
1 ....... .
1
__ _
READING COMPREHENSION PROCESS
BY STUDENTS WITH DIFFERENT
LEARNING STYLES
A THESIS
HERINA MASBE
Registra tion Number: 0821 8833(1075
English Applied Linguistics Study Program
Postgraduate School State University of Medan
Approved By
Adviser Commision
Adviser I
Prof. Amrin Saragih, M.A., Ph. D.
NIP. 19550113 198203 I 002
Approval of Board of Examiners
Thesis Examiners of Magister Humaniora
This thesis was examined on March 3rd, 20 II by the Board of Examiners
Prof. Amrin Saragih, M.A., Ph. D.
NIP. 19550113 198203 I 002
Adviser I
Prof. Tina Mariany A. M.A., Ph. D.
NIP. 19440302 196902 2 001
Adviser II
Prof. Dr. Lince Sihombing, M. Pd.
NIP. 196104251986012001
------------------- -- -------- ----
Examiner I
Dr. Syahron Lubis, M.A.
NIP. 19511013197603001
---------------------------------
Examiner II
Dr. Eddy Setia, M.Ed. TESP.
NIP. 1957041 21984031001
Examiner ill
- - -~
·~
ACKNOWLEDGEMENT
The writer has been very fortunate to have many excellent people to assists
her in the completing this thesis_ She has to admit that all the hardships faced and
solved are not without the Bl essings, Guidance, Health and luck from ALLAH SWT
She bows her for everything that has been powered to her and express her deepest
gratitude_
A special debt of thankfulness is extended to Prof Amrin Saragih, M_ A., Ph_
D_ her First Adviser, for being so generous in sharing this valuabl e knowledge,
sound criticisms and suggestions during the process of completing this thesis_
A sincere appreciation goes to Prof Hj. Tina Mariany Arifin., M_ A. Ph_ D her
Second Adviser for excellent ideas, great advise and valuable time spent in reading
and correcting mistakes in this thesis_ She gave full attention to students during her
time as Head English Applied Lingustics_'
In addition, a special gratitude is deliver to Prof Busmin Guming, M. Pd and
Professor Lince Sihombing, M. Pd, As Head and Secretary
English Applied
Linguistics Study Program for completing the administrative procedures.
She is also very grateful· to: Prof. Dr. Lince Sihombing, M. Pd., Dr. Syahron
Lubis, M. A., and Dr. Eddy Setia, M. Ed., TESP as reviwers and examiners study
program for their ideas tobe includeded in shaping up this thesis and all lectuyrers
for theirs knowledge _
During the processes o f doing this academ ic work, She has collaborated with
many colleagues for whom she has great regards, then she wishes to extend her
warmest thanks to all those who has helped her with her research in lAIN- SU, YPI
VIII
IX
HF and her former colleagues from - B I and 8-2/ XJV especially K' Mirna, K'
Norma, K' Rasima, K' Yati, and K' Nining for their extremely valuable comments
and suggestions into tills writing_ Her warm thanks are due too all friends who
supported her throughout this study and work K ' Pipit, !nun, Fiya, Melva, Bella, Eva,
TW and all frien ds from PBI-1 IAIN-SU' 03 Good Luck _
Finally, it is diffic ult for express the harm ful words, she has to converse the
great care, full support, attention and prayer for, Sarndi ah, A
Ma, Pd and
Muharnrnadiyah, S. Pd. Her parents. lsraq Maharani, S.Pd.J and Dharcosyahputra_
Her sister and brother.
Thank you so much for every thing and hope ALLAH will repay everything.
Aamiin
-z
?
Medan, February 2011
The writer,
Herina Masbe
m
Registration Number: 082188330075
TABLE OF CONTENTS
Page
TABLE OF CONTI::.""NTS _
:'
LI ST OF FIGURES
· - _____ _ ----- ·-- -- · -- --· · -- ___ _
__ __, _, ___ , _________ _____ __ _____ ___ __ - ----- - ·-- - - · - ·-·
IV
LIST OF TABLE') __
v
LIST OF APPENDICES _____ __
ABSTRACT _
-- --- · _
VII
CHAPTER I: INTRODUCTION
1.1
Background of Study_ .. --- · __ ___ ___ .. ..... .. -· ··--_-·- -
1.2
Research problems _________ ·----- ------------------- -- -- 5
1.3
Objectives of the Study ______ ____ _____________ .___ __ ____ 5
1.4
Scope of the Study....... . ..............................
I .5
Significance of the Study
1.6
Limitation of the Study................................
6
......................... 7
7
CHAPTER II: REVIEW OF. LITERATURE.
2.1 Reading and Comprehension ...... . ........... .. ...... 9
2.1.1 Reading. __ ._ ... _. ____ . ________ . ____ .. _.. _..... _.___
l0
2.1.2 Comprehension. _____ ... __.. .. ..
12
oo
.
.. ..... _
2.1.3 Reading Comprehension ______________
2. 1.4 Reading Comprehension Process.
00
__
_
•• . . . .
oo o o - o o o o .
00 . .
_
..
00
_
14
15
II
2.3.1 VAK (Visual, Auditory and Kinesthetic)
ModeL. ... ................... . ..................... 31
2.3.1.2 Auditory Learners. .. ... . ...... ........ 34
2.3.1.3 Kinesthetic or Tactile Learners ...... 35
2.3.2 Visual- Auditory- Kinesthetic (YAK)
Learning Styles ............................... ... 36
2.4 Relevance ofStudies ..................................... 38
2.5 Conceptual Framework ................................... 40
-z
?
CHAPTER lll: RESEARCH METHOD
3.1 Research Design ........................................... 41
3.2 Subject ofStudy ............................................ 43
3.3 Instruments of Data Collection .......................... 42
3.4 Procedure of Data Collection ............................ 43
3.5 Technique ofDataAnalysis ............................... 45
3.6 Trustworthiness ofData .............................. .. .. 46
CHAPTER! V: DATA ANALYSIS, FINDINGS
AND DISCUSSIONS
4.2.1 Reading Comprehension Processes by
Students with Different Learning Style .... . .... 49
Ill
4.3 Findings ..
.. . ..
4.4 Discussion
. . ... 72
. .. 72
CHAPTER V: CONCLUSIONS, fMPLICATIONS, AND
SUGGESTIONS
5.1 Conclusions
5.2 Implications
74
5.3 Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . .. . . . . . . . . 75
REFERENCES ....... .... ........ . .. ... . .. . ...... . ....................... .............. 76
APPENDICES ................. ......... ........... ... ......... ....... . ............... 79- 102
.I
LIST OF FIGURES
Figure
Page
2.'1_
Bottom- up Process........................................................ 18
2.2
Top- down Process··-···························-·····-·····-··-········-- 20
2.3
Conceptual frai!_lework .................................................... 41
IV
LIST OF TABLES
Table
Page
4.1
The Indicators ofV AK Learning Style ................................. 37
4.2
Reading Compre]lensioo Processes of Narrative Text
by Visual Learners................... .............................. . . . . . . . . . 50
4.3
Reading Comprehension Processes of Exposition Text
~ Reading Comprehension Processes of Narrative Text
Reading Comprehension Processes of Narrative Text
-z
?
m
I
v
LJST OF APPENDICES
Appendix
Page
A
79
B
Expositioo Te xt
83
Narrative Text__
D
85
List of Interview: Visual Learners and
Narrative Text _______________ . .. _. __ -··-. ____ .
E
List of Interview: Visual Learners and
Exposition Text--··-·-··-·-···-·-·--·-·------···- · ___ · ·-----··- 89
-z
F
List of Interview: Auditory Learners and
Narrative Text_---·-···--·-·-·---··- ...... ____ _··---·· .......... _. 94
G
List of Interview: Auditory Learners and
Exposition Text. ............................................... .
?
VI
97
CHAPTER I
.
INTRODUCilON
.
1.1 Background of Study
The role of English as an
international means of communication has
compelled Indonesian Ieamer to master English well. Furthermore, all of the
advancement of science and technology are written in English, so are most of
scientific and technnology books. Thus, English becomes the most important
l an~
e to be mastered. Consequently, without mastering English Indonesians
would find it are difficult for themselves to be in the work force. It is expected
that indonesians are proficiently in spoken and written English, by which they
gain the requir fulfilling the job vacancies.
English itself, is a foreign language in Indonesia, but it has a special status
-z
?
or as a major foreign language. It is stated in State Board Guidelines (Garis-garis
Besar Haluan Negara: GBf-IN) 1994- 2004 that English as the primary tool in
improving the quality of human resources in the global economic and political
activities. As consequence, students must be encouraged to master English.
Furthermore, National Education System regulation No 20, 2003 Article 37
subsection I states that "bahasa asing terutama Bahasa lnggris merupakan
bahasa inlernasional yang sangat penting kegunaanya dalam pergaulan global"
(The foreign
lan~e
especially English is as an international language which is
very important in global relationship) In another words it can be said that English
will affect someone relationship universally that mastering English will improve
2
someone ability to master the advancement of science and tcx:hnology globally, as
a result it 1s the mos1 important foreign language to master by learners in
lndonesia
ln the process of mastering a language we ll , there are four skills that
should be studied, they are I) listening, 2) speaking, 3) read ing and 4) writing_
Reading in this study is indicating reading as receptive skill, not only read and
pronounce the printed but read the printed words afterward construct the meanillg.
Reading is a very important ability to master the advance meant of science and
technology, to gain the valuable and the competent of knowledge, science and
technology, one must be able to read and comprehend welL Bcx:ause reading and
comprehension which will guide one to understand the science and technology.
Furthermore, to read and to comprehend a discourse will give many opportuillties
to absorb the recent publication in science and tcx:hnology.
The importance of reading esPe
ABSTRACT
Masbe, Herina. Readi ng Comprehension Process by Stude nts with Different
Learning Styles. A Thesis. Englis h A pplied Linguistcs S tudy Program
Postgraduate School, State University of M edan. 201 L
The objectives of th is qualitative research were to: discover the read ing
comprehension processes of students with visual and auditory learning styles in
understanding exposition and narrative texts. The questionnaire consist of 30 items
was given to 70 students Semester VI students of State Institute for Islam ic Studies
Medan, North Sumatera (1nstitut Agama Islam Negeri Sumatera Utara: lAIN- SU)
The learning styles to be discovered were visual and auditory. The result of the
analysis items, only six students were chosen as the sample. Because the learnin g
styles in focused were only visual and auditory, without any combinations of visual
and auditory or vice versa.
Based on the findings, the students with visual and auditory learning style
applied interactive models, the combination of bottom- up and top- down models i.e
visual learners applied interactive method in reading exposition text, especially
bottom up and top down method and generalizing idea or statement while the
auditory learners applied top- down process especially, sampling, predicting and
testing. In reading narrative text, the visual learners applied bottom up and top down
method while auditory learners applied recognizing word/ phrase meaning,
pronouncing and predicting. Therefore, it can be concluded that the learning styles
affect the students reading comprehension process.
It implies that, lecturers in the process of instruction should understand the
students' learning style, thus it is suggested that lecturers need to introduce the
readi ng comprehension processes models and to motivate the learners to apply
reading comprehension process while reading are important.
le4
~-/bjZ
(MILIK PERPUSTAKAANJ'
UNIMED
I¥~
p'
PROCESS
~-
TGL. iERI;'/1\ -+-----
_____,,.
AS AL
....._
PENERBIT
1 ....... .
1
__ _
READING COMPREHENSION PROCESS
BY STUDENTS WITH DIFFERENT
LEARNING STYLES
A THESIS
HERINA MASBE
Registra tion Number: 0821 8833(1075
English Applied Linguistics Study Program
Postgraduate School State University of Medan
Approved By
Adviser Commision
Adviser I
Prof. Amrin Saragih, M.A., Ph. D.
NIP. 19550113 198203 I 002
Approval of Board of Examiners
Thesis Examiners of Magister Humaniora
This thesis was examined on March 3rd, 20 II by the Board of Examiners
Prof. Amrin Saragih, M.A., Ph. D.
NIP. 19550113 198203 I 002
Adviser I
Prof. Tina Mariany A. M.A., Ph. D.
NIP. 19440302 196902 2 001
Adviser II
Prof. Dr. Lince Sihombing, M. Pd.
NIP. 196104251986012001
------------------- -- -------- ----
Examiner I
Dr. Syahron Lubis, M.A.
NIP. 19511013197603001
---------------------------------
Examiner II
Dr. Eddy Setia, M.Ed. TESP.
NIP. 1957041 21984031001
Examiner ill
- - -~
·~
ACKNOWLEDGEMENT
The writer has been very fortunate to have many excellent people to assists
her in the completing this thesis_ She has to admit that all the hardships faced and
solved are not without the Bl essings, Guidance, Health and luck from ALLAH SWT
She bows her for everything that has been powered to her and express her deepest
gratitude_
A special debt of thankfulness is extended to Prof Amrin Saragih, M_ A., Ph_
D_ her First Adviser, for being so generous in sharing this valuabl e knowledge,
sound criticisms and suggestions during the process of completing this thesis_
A sincere appreciation goes to Prof Hj. Tina Mariany Arifin., M_ A. Ph_ D her
Second Adviser for excellent ideas, great advise and valuable time spent in reading
and correcting mistakes in this thesis_ She gave full attention to students during her
time as Head English Applied Lingustics_'
In addition, a special gratitude is deliver to Prof Busmin Guming, M. Pd and
Professor Lince Sihombing, M. Pd, As Head and Secretary
English Applied
Linguistics Study Program for completing the administrative procedures.
She is also very grateful· to: Prof. Dr. Lince Sihombing, M. Pd., Dr. Syahron
Lubis, M. A., and Dr. Eddy Setia, M. Ed., TESP as reviwers and examiners study
program for their ideas tobe includeded in shaping up this thesis and all lectuyrers
for theirs knowledge _
During the processes o f doing this academ ic work, She has collaborated with
many colleagues for whom she has great regards, then she wishes to extend her
warmest thanks to all those who has helped her with her research in lAIN- SU, YPI
VIII
IX
HF and her former colleagues from - B I and 8-2/ XJV especially K' Mirna, K'
Norma, K' Rasima, K' Yati, and K' Nining for their extremely valuable comments
and suggestions into tills writing_ Her warm thanks are due too all friends who
supported her throughout this study and work K ' Pipit, !nun, Fiya, Melva, Bella, Eva,
TW and all frien ds from PBI-1 IAIN-SU' 03 Good Luck _
Finally, it is diffic ult for express the harm ful words, she has to converse the
great care, full support, attention and prayer for, Sarndi ah, A
Ma, Pd and
Muharnrnadiyah, S. Pd. Her parents. lsraq Maharani, S.Pd.J and Dharcosyahputra_
Her sister and brother.
Thank you so much for every thing and hope ALLAH will repay everything.
Aamiin
-z
?
Medan, February 2011
The writer,
Herina Masbe
m
Registration Number: 082188330075
TABLE OF CONTENTS
Page
TABLE OF CONTI::.""NTS _
:'
LI ST OF FIGURES
· - _____ _ ----- ·-- -- · -- --· · -- ___ _
__ __, _, ___ , _________ _____ __ _____ ___ __ - ----- - ·-- - - · - ·-·
IV
LIST OF TABLE') __
v
LIST OF APPENDICES _____ __
ABSTRACT _
-- --- · _
VII
CHAPTER I: INTRODUCTION
1.1
Background of Study_ .. --- · __ ___ ___ .. ..... .. -· ··--_-·- -
1.2
Research problems _________ ·----- ------------------- -- -- 5
1.3
Objectives of the Study ______ ____ _____________ .___ __ ____ 5
1.4
Scope of the Study....... . ..............................
I .5
Significance of the Study
1.6
Limitation of the Study................................
6
......................... 7
7
CHAPTER II: REVIEW OF. LITERATURE.
2.1 Reading and Comprehension ...... . ........... .. ...... 9
2.1.1 Reading. __ ._ ... _. ____ . ________ . ____ .. _.. _..... _.___
l0
2.1.2 Comprehension. _____ ... __.. .. ..
12
oo
.
.. ..... _
2.1.3 Reading Comprehension ______________
2. 1.4 Reading Comprehension Process.
00
__
_
•• . . . .
oo o o - o o o o .
00 . .
_
..
00
_
14
15
II
2.3.1 VAK (Visual, Auditory and Kinesthetic)
ModeL. ... ................... . ..................... 31
2.3.1.2 Auditory Learners. .. ... . ...... ........ 34
2.3.1.3 Kinesthetic or Tactile Learners ...... 35
2.3.2 Visual- Auditory- Kinesthetic (YAK)
Learning Styles ............................... ... 36
2.4 Relevance ofStudies ..................................... 38
2.5 Conceptual Framework ................................... 40
-z
?
CHAPTER lll: RESEARCH METHOD
3.1 Research Design ........................................... 41
3.2 Subject ofStudy ............................................ 43
3.3 Instruments of Data Collection .......................... 42
3.4 Procedure of Data Collection ............................ 43
3.5 Technique ofDataAnalysis ............................... 45
3.6 Trustworthiness ofData .............................. .. .. 46
CHAPTER! V: DATA ANALYSIS, FINDINGS
AND DISCUSSIONS
4.2.1 Reading Comprehension Processes by
Students with Different Learning Style .... . .... 49
Ill
4.3 Findings ..
.. . ..
4.4 Discussion
. . ... 72
. .. 72
CHAPTER V: CONCLUSIONS, fMPLICATIONS, AND
SUGGESTIONS
5.1 Conclusions
5.2 Implications
74
5.3 Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . .. . . . . . . . . 75
REFERENCES ....... .... ........ . .. ... . .. . ...... . ....................... .............. 76
APPENDICES ................. ......... ........... ... ......... ....... . ............... 79- 102
.I
LIST OF FIGURES
Figure
Page
2.'1_
Bottom- up Process........................................................ 18
2.2
Top- down Process··-···························-·····-·····-··-········-- 20
2.3
Conceptual frai!_lework .................................................... 41
IV
LIST OF TABLES
Table
Page
4.1
The Indicators ofV AK Learning Style ................................. 37
4.2
Reading Compre]lensioo Processes of Narrative Text
by Visual Learners................... .............................. . . . . . . . . . 50
4.3
Reading Comprehension Processes of Exposition Text
~ Reading Comprehension Processes of Narrative Text
Reading Comprehension Processes of Narrative Text
-z
?
m
I
v
LJST OF APPENDICES
Appendix
Page
A
79
B
Expositioo Te xt
83
Narrative Text__
D
85
List of Interview: Visual Learners and
Narrative Text _______________ . .. _. __ -··-. ____ .
E
List of Interview: Visual Learners and
Exposition Text--··-·-··-·-···-·-·--·-·------···- · ___ · ·-----··- 89
-z
F
List of Interview: Auditory Learners and
Narrative Text_---·-···--·-·-·---··- ...... ____ _··---·· .......... _. 94
G
List of Interview: Auditory Learners and
Exposition Text. ............................................... .
?
VI
97
CHAPTER I
.
INTRODUCilON
.
1.1 Background of Study
The role of English as an
international means of communication has
compelled Indonesian Ieamer to master English well. Furthermore, all of the
advancement of science and technology are written in English, so are most of
scientific and technnology books. Thus, English becomes the most important
l an~
e to be mastered. Consequently, without mastering English Indonesians
would find it are difficult for themselves to be in the work force. It is expected
that indonesians are proficiently in spoken and written English, by which they
gain the requir fulfilling the job vacancies.
English itself, is a foreign language in Indonesia, but it has a special status
-z
?
or as a major foreign language. It is stated in State Board Guidelines (Garis-garis
Besar Haluan Negara: GBf-IN) 1994- 2004 that English as the primary tool in
improving the quality of human resources in the global economic and political
activities. As consequence, students must be encouraged to master English.
Furthermore, National Education System regulation No 20, 2003 Article 37
subsection I states that "bahasa asing terutama Bahasa lnggris merupakan
bahasa inlernasional yang sangat penting kegunaanya dalam pergaulan global"
(The foreign
lan~e
especially English is as an international language which is
very important in global relationship) In another words it can be said that English
will affect someone relationship universally that mastering English will improve
2
someone ability to master the advancement of science and tcx:hnology globally, as
a result it 1s the mos1 important foreign language to master by learners in
lndonesia
ln the process of mastering a language we ll , there are four skills that
should be studied, they are I) listening, 2) speaking, 3) read ing and 4) writing_
Reading in this study is indicating reading as receptive skill, not only read and
pronounce the printed but read the printed words afterward construct the meanillg.
Reading is a very important ability to master the advance meant of science and
technology, to gain the valuable and the competent of knowledge, science and
technology, one must be able to read and comprehend welL Bcx:ause reading and
comprehension which will guide one to understand the science and technology.
Furthermore, to read and to comprehend a discourse will give many opportuillties
to absorb the recent publication in science and tcx:hnology.
The importance of reading esPe