RADEN INTAN LAMPUNG AN ANALYSIS OF STUDENTS’LEARNING STYLE IN SPEAKINGSKILLATTHE SECOND SEMESTER OF MADRASAH ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 20162017 A Thesis Submitted as Partial Fulfillment of the Requirements

  

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AN ANALYSIS OF STUDENTS’LEARNING STYLE IN

SPEAKINGSKILLATTHE SECOND SEMESTER OF MADRASAH

  

ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNG

  

IN THE ACADEMIC YEAR OF 2016/2017

A Thesis

Submitted as Partial Fulfillment of the Requirements for S1-Degree

By :

  

AYU NURUL IZZATI

NPM. 1311040224

Study Program : English Education

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TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF

RADEN INTAN LAMPUNG

2017

  

AN ANALYSIS OF STUDENTS’LEARNING STYLE IN

SPEAKINGSKILLATTHE SECOND SEMESTER OF MADRASAH

ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNG

  

IN THE ACADEMIC YEAR OF 2016/2017

A Thesis

Submitted as Partial Fulfillment of the Requirements for S1-Degree

By :

  

AYU NURUL IZZATI

NPM. 1311040224

Study Program : English Education

  

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Advisor : Syofnidah Ifrianti, M. Pd Co-Advisor : Dewi Kurniawati, M. Pd RADEN INTAN LAMPUNG

  

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF

RADEN INTAN LAMPUNG

2017

  

ABSTRACT

An Analysis of Students’ Learning Style in Speaking Skill at the Second

Semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar

Lampung in the Academic Year of 2016/2017

  

By : Ayu Nurul Izzati

  In learning English, there are four skills needed to master by students.They are listening, speaking, reading and writing.Speaking is the skill that the learners will be judged upon most in real-life situation. Learning stlye is a student’s consistent way of responding and using stimuli in the context of learning. By knowing kinds of learning style teacher can increase students’ learning style in speaking. This research was aboutAn Analysis of Students’ Learning Style in Speaking Skill At The Second Semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/2017. The objective of this research was to know students’ learning style in speaking skill.

  In this research, the researcher used qualitative research method. The researcher used purposive sampling technique to determine the sample. The researcher

  

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  choose class X as sample which consisted of 20 students. In collecting the data, the researcher used three kinds of instruments, they were: observation, interview, and questionnaire. The researcher used three major phases of data analysis, they were: data reduction, data display and conclusion drawing or verification.

  From the analysis, the researcher found that students had different learning style as various perceptive learning. 85% students good attitude and used assimilating (watching and thingking before speaking), 70% used left brain, 60% used kinaesthetic and tolerance ambiguty, 40% used value.

  Key words: learning style, speaking, survey research

  

KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

_{RADEN INTAN LAMPUNG}

FAKULTAS TARBIYAH DAN KEGURUAN

Alamat : Jl. Letkol Endro Suratmin Sukarame Bandar Lampung  (0721)703289

  APPROVAL Title :AN ANALYSIS OF STUDENTS’ LEARNING STYLE IN SPEAKING SKILL AT THE SECOND SEMESTER OF MADRASAH ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR LAMPUNGIN THE ACADEMIC YEAR OF 2016/2017 Student’s Name : Ayu Nurul Izzati Student’s Number : 1311040224 Study Program : English Education Faculty : Tarbiyah and Teacher Training RADEN INTAN LAMPUNG APPROVED To be tested and defended in the examination session

  at Tarbiyah and Teacher Training Faculty, State Institute of Islamic Studies, Raden Intan Lampung

  Advisor Co-Advisor Syofnidah Ifrianti, M. Pd Dewi Kurniawati, M. Pd NIP. 196910031997022002 NIP. 198006012006042047 The Chairperson, of English Education Study Program Meisuri, M.Pd NIP. 198005152003122004

  KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG FAKULTAS TARBIYAH DAN KEGURUAN RADEN INTAN _LAMPUNG

Alamat : Jl. Letkol Endro Suratmin Sukarame Bandar Lampung  (0721)703289

  

ADMISSION

  A thesis entitled: AN ANALYSIS OF STUDENTS’ LEARNING STYLE IN

  

SPEAKING SKILL AT THE SECOND SEMESTER OF MADRASAH

ALIYAH MATHLA’UL ANWAR LABUHAN RATU BANDAR

LAMPUNG

  

IN THE ACADEMIC YEAR OF 2016/2017, by:Ayu Nurul Izzati, NPM:

1311040224, Study Program: English Education,to be tested and defended in

st the examination session held on: Tuesday, August 1 2017.

  

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Board of Examiners:

  The Chairperson : Bambang Irfani, M.Pd (..............................) The Secretary : Septa Aryanika, M.Pd (..............................) The First Examiner : Iwan Kurniawan, M.Pd (..............................) The Second Examiner : Syofnidah Ifrianti, M.Pd (..............................) Advisor : Dewi Kurniawati, M.Pd (..............................)

  

The Dean,

Tarbiyah and Teacher Training Faculty

Dr. H. Chairul Anwar, M.Pd

NIP. 195608101987031001

  

DECLARATION

  I hereby certify that this thesis with the title : An Analysis of Students’ Learning Style in Speaking Skill at the second semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources and those are properly acknowledged text.

  Bandar Lampung, August 2017

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  Declared by, Ayu Nurul Izzati

  

DEDICATION

  This thesis is dedicated to:

  1. My beloved parents, Mr. Lilik Junaidi and Mrs. Septuria who alwayslove me and wish for my success. Thanks for all the motivation and pray.

  2. My beloved brother and sister, Giantama Putra Riadi, Wahyu Jatmiko Riadi, Trinanda Prakoso, Kartika Rahmanda, M. Sidik Pamungkas who always pray, support and give motivate to me.

  3. My beloved grandmother, uncle, aunty, sister in law who have motivated and prayed for me.

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  4. My beloved lecturers and almamater, UIN Raden Intan Lampung.

  

MOTTO

َداَﺆُﻔۡﻟٱ ۦ َنﺎَﻛ َﻚِﺌَٰٓﻟْوُأ ﱡﻞُﻛ َﺮَﺼَﺒۡﻟٱ َﻊ ۡﻤﱠﺴﻟٱ

  َو َو ﱠنِإ ٌۚﻢۡﻠِﻋ ِﮫِﺑ َﻚَﻟ َﺲۡﯿَﻟ ﺎَﻣ ُﻒۡﻘَﺗ َﻻَو ٣٦ ٗﻻﻮ ُٔ ۡﺴَﻣ ُﮫۡﻨَﻋ

  36. And do not follow that of which you have not the knowledge; surely the

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  hearing and the sight and the heart, all of these, shall be questioned about that. ( Al- Isra’ ayat 36)

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1 The presedency of Islamic Research. The Holy Qur’an English Translation of the

  Meanings and Commentary. Al Madinah, Al- Munawarah. King Fahd Holy Qur’an Printing

CURRICULUM VITAE

  The researcher’s name is Ayu Nurul Izzati. She was born in Bandar Lampung, on

  th May 4 1995. She is the Fifth of six childern of Mr. Lilik Junaidi and Mrs.

  Septuria. She has four brothers named Giantama Putra Riadi, Wahyu Jatmiko Riadi, Trinanda Prakoso, M.Sidik Pamungkas and has one sister named Kartika Rahmanda.

  The researcher started her formal study in Kindergarden of TK Kartika II-26 and finished 2001 and then she continued her school at Elementary school of SDN 2 Gedong Air and finished in 2007. After that she continued her school in Junior High School of SMP Tamansiswa and finished in 2010. Then she also continued

  

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  her school in Senior High School of SMA Negeri 16 Bandar Lampung and finished in 2013. Then she continued he study at the State University of Islamic Studies (UIN) of Raden Intan Lampung in 2013 in Tarbiyah and Teacher Training Faculty in English Education Study Program.

  

ACKNOWLEDGEMENT

  First of all, praise be to Allah, the most Merciful, the most Beneficent, for His blessing and mercy given to me during my study and in completing this final project. Then, the best wishes and salutations be upon the great messenger prophet Muhammad S.A.W.

  This thesis is presented to the English Education study program of UIN Raden Intan Lampung. The primary aim of writing this thesis is to fulfill a part of students’ task in partial fulfillment of the requirement to obtain S1-degree.

  The researcher would like to thank the following people for their ideas, time and

  

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  guidance for this thesis:

  1. Dr. H. Chairul Anwar, M.Pd, the dean of Tarbiyah and Teacher Training faculty of UIN Raden Intan Lampung.

  2. Meisuri, M.Pd, the chairman of English Education Study Program of UIN Raden Intan Lampung.

  3. Sofnidah Ifrianti, M.Pd, the first advisor for her guidance and help to finish this thesis.

  4. Dewi Kurniawati, M.Pd, the second advisor who has spent countless hours to correct this thesis for its betterment.

  5. Oviria, S.Pd, the principal Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Raya Bandar Lampung, Eni Sumartini S.Pd, the English teacher for giving the contribution while the writer was conducting the research at the school, all the teachers and staffs who have helped the writer in collecting the data.

  6. All lecturers of the English Education Study Program of UIN Raden Intan Lampung who have taught the writer since the first year of her study of UIN Raden Intan Lampung.

  7. My beloved friends (Katamichi), Suprihatin, Marchiana Dwi Lestari, Devi Lufita, Hasri Wahyu Ningsih, Melsa Dwi Cahyani, Siti Rizki Amallia, Ayu Ria Windahari, Riska Desri Kartini who always give support, love, pray, and always accompany me.

  

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  8. All friends of the English Department of UIN Raden Intan Lampung, especially beloved friends in class E Finally, none is perfect and neither is the final project. Any corrections, comments, and criticism for the betterment of this final project are always open- heartedly welcome

  Bandar Lampung, August 2017 The writer, Ayu Nurul Izzati

  RADEN INTAN LAMPUNG TABLE OF CONTENTS Pages COVER ................................................................................................ i

ABSTRACT ......................................................................................... ii

APPROVAL ......................................................................................... iii

ADMISSION ........................................................................................ iv

DECLARATION ................................................................................. v

DEDICATION ..................................................................................... vi

MOTTO ............................................................................................... vii

CURRICULUM VITAE ...................................................................... viii

ACKNOWLEDGEMENT ................................................................... ix

TABLE OF CONTENT ....................................................................... xi

LIST OF TABLE ................................................................................. xii

LIST OF APPENDIX .......................................................................... xiii

  CHAPTER 1 INTRODUCTION A. The Background of the Study ..................................................... 1 B. Identification of the Problem ...................................................... 5 C. Limitation of the Problem ........................................................... 6 D. Formulation of the Problem ........................................................ 6 E. The Objective of the Problem ..................................................... 6 F. The Use of the Research ............................................................. 6 G. Scope of the Research ................................................................ 7 CHAPTER II FRAME OF THEORIES A. Concept of Learning ................................................................... 9 B. Concept of Learning Style............................................................. 10 C. Concept of Speaking...................................................................... 12 D. Concept of Learning Speaking .................................................... 14 E. The Different of Learning Style and Learning Strategies ............ 15 F. Various Perspective of Learning Style ........................................ 16

  1. Information Personalities ....................................................... 17

  2. Personality Patterns ................................................................ 18

  3. Perceptual Learning Style ...................................................... 21

  4. Social Interaction ................................................................... 24

  5. Ambiguity Tolerance ............................................................. 25

  6. Right/ left hemispheres .......................................................... 26

  G. Concept of Analysis Students’ Learning Style in Speaking Skill . 27

  CHAPTER III RESEARCH METHODOLOGY A. Research Design ......................................................................... 30 B. Research Subject ........................................................................ 31 C. Data Collecting Technique ......................................................... 33 D. The Research Instrument ............................................................ 35 E. The Research Prosedur ............................................................... 37 F. Validity of Data .......................................................................... 38 G. Data Analysis ............................................................................. 40 CHAPTER IV RESULT AND DISCUSSION RADEN INTAN LAMPUNG A. General Description of Place of Research ................................... 41 B. Research Prosedure .................................................................... 46 C. Report of Observation ................................................................ 47 D. Report of Interview .................................................................... 49 E. Report of Questionnaire.............................................................. 50 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ................................................................................. 56 B. Suggestion .................................................................................. 57

REFERENCE....................................................................................... 58

APPENDIX .......................................................................................... 62

  RADEN INTAN LAMPUNG LIST OF TABLES Pages

  Table 1 The Students Speaking Score at the Second Semesterof Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the Academic Year of 2016/2017 ..................... 32

  Table 2 Specification of Observation ................................................ 35 Table 3 Specification of Interview .................................................... 36 Table 4 Specification of Questionnaire ............................................. 37 Table 5 Data of Teacher at Madrasah Aliyah Mathla’ul Anwar

  Labuhan Ratu Bandar Lampung ........................................... 44 Table 6 The Condition of the Room at Madrasah Aliyah Mathla’ul

  Anwar Labuhan Ratu Bandar Lampung ............................... 45 Table 7 Observation Sheet ................................................................ 47 Table 8 Questionnaire Result ............................................................ 50

  LIST OF APPENDICES Pages

  Appendix 1. Specification of Observation .............................................. 61 Appendix 2. Specification of Questionnaire ........................................... 62 Appendix 3. Observation Sheet .............................................................. 63 Appendix 4. The Result in Interview to the English Teacher .................. 65 Appendix 5. The Interview to the Students ............................................. 66 Appendix 6. Questionnaire ..................................................................... 67

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CHAPTER I INTRODUCTION A. Background of Problem Language is a tool for communication. Language is very important in human life

  that is needed for real communication among people. Wecommunicate with others, to express ideas, and to know others’ ideas as well. Communication takes place, where there is speech. Without speech we cannot communicate with one another. The use of language is an activity which takes place within the confines of our community.

  2 Language is social construct as much as it is a mental ability. It is important for

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  students to be just as aware of this in foreign or secound language as they are in their own. Learning English as a foreign language is not the same as learning a mother tongue were the students have much time to use it in daily life. Learning is acquiring or getting of knowledge of a subject of a skill by study, experience,

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  or instruction. It means that learning is activity that done by students to get experience and instruction to help us understanding everything that we wonder to know. There are two factors that influence students’ learning, namely internaland external factors. Internal factor is the factors which come from students them ₂ Jeremy Harmer, The Practice of English Language Teaching, (Cambridge University ₃ Press:2002), p. 25

H. Douglas Brown, Principle of Language Learning and Teaching, (San Fransisco:

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  selves. Meanwhile, external factor is the factor which is outside ofstudents. The examples of internal factors are the physical condition, skill,interest, intelligent and learning style. Brown in Golakjani defines of learning style as the manner

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  inwhich individuals perceive and process information in learning situations. It means that learning style is characterized by the degree to which the learner emphasizes abstractness over concreteness in prevecing information. Learning style is one of dominant factor because learning style isinfluenced by

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  our brain. It means that the dominant factor that influences students’ learning is learning style. It factor that determines the success of learning is to know and understand that every individual has unique style of learning. Using learning style

  

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  for learning is relatively new approach in education. This approach is one that educators have only recently start to recognize. The matching learning style with the methods that are used to teach by teachers will increase their students’ achivement especially in speaking.

  Speaking is one of the four basic skills in learning foreign language besides listening, reading and writing. It has been taught since the elementary school, however it is not easy for students to communicate in english. They have to think ₄ Slameto, Belajar dan Faktor- Faktor Yang Mempengaruhinya (Jakarta : Rineka Cipta, ₅ 2010), p.54 Abbas Pourhossein Golakjani, Visual,Auditory,Kinaesthetic Learning Styles and Their

  

Impacts on English Language Teaching (Journal of Studies in Education : ISSN 216-6952 2012, ₆ Vol, 2 No. 1 ) p.105 Ir.Akhir Winardi,Optimizing The Potential of Children Through Understanding

Learning Styles,(http//ideguru.wordpress.com/2010/04/13/mengoptimalkan-potensi-anak- more often when speaking English. Cameron state that speaking is the active use

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  of language to express meaning so that other people can make sense of them. It means that speaking an interactive process of constructing meaning that involves producing and processing information. Learning style can help the students to easy in speaking. Learning style assessments can help to identify personal prefences as well as potential stengths

  8 and weaknesses in how learners deal with content and approach learning style.

  

However, students may be inaccurate intheir responses to assessment items ,and

teachers must be careful to avoid labelingstudents based on assessment results, as

thiswould be counterproductive to a theory designedto encourage and support

  

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diversity.

  

Based on preliminary research in the school. The researcher found some problems

faced by the students of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar

Lampung in the academic year of 2016/2017. There are various factors that might

have been the cause of the failure in learning speaking. The students’ have

different learning style. Students got difficulty when they study speaking. Most of

the students still got difficulties in expressing their opinion, feelings or

experiences orally. They really had a problem with their speaking skill. It

₇ Lynee Cameron, Teaching Language to Young Learner, ( Cambridge University ₈ Press:2001) p.40 Mary Wilson, Students’ Learning Style Preferences and Teachers’ Instructional

  

Strategies: Correlation Between Matched Style and Academic Achievement. (Liberty University:

  

automatically influences their achievement in English. While, the researcher found

  the students difficult to speaking English. Some students does not like speaking and the teacher does not give interesting explanation activities or example that make students active to practice the speaking. The students does not know of their learning style in learning speaking.

  

Henderson and Milstein states that many students have impactabout how they

learn and how their learning patterns differed from those of their classmates.

  

Therefore, this showed that it is crucial that students be made aware of their

learning styles and in order to make the learning process more meaningful and

effective, teachers must also cater their teaching styles to the needs of the students

  

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so that the optimum result from the teaching could be achieved. Besides that, to

make sure that the curriculum fits the learners, we need to know the learners and

this means that we have to know how they access, process and express

information and their learning and thinking styles

  An important dimension of conversation is using a style of speaking that isappropriate to the particular circumstances. Different styles of speaking reflectthe roles, age, sex, and status of participants in interactions and also reflect

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  theexpression of politeness. Consider the various ways in which it is possible to ₉ Henderson, N., & Milstein, M. M. Resiliency in schools: Making it happen for students ₁₀

and teachers.(Corwin-volume discounts:2003) p. 23

  Jack C. Richards, Teaching Listening and Speaking From Theory to Practice asksomeone the time, and the different social meanings that are communicated bydifferences.

  Based on the previous research about learning style that was conducted by Golakjani with the title Visual, Auditory, Kinaesthetic Learning Style and Their Impacts on English Language Teaching. In this research, learning style is to find the best ways for both students to learn efficiently and teachers efficiently.

  Learning style can be helpful and beneficial to the student by aiding them in becoming more focused on an attentive learner, which ultimately will increase

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  educational success. While, Yuliani in her thesis An Analysis Students Learning Style and Learning Strategies in Speaking, learning style and strategies are part of

  

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  one personality and every one is different. Students will be learn best and they have a great deal to control over how well they learn through their learning style.

  Based on the background and previous research above, learning style is the way of students in absorving and understanding the information or idea which they have got in learning process and the researcher used speaking as one of the skill of English which has been taught in this school year of the second semester, and then the students in this school has given many books and vocabulary to improve their ability in uderstanding a speaking. That is why the researcher wants to conduct a research on the thesis “ An Analysis of Students’ Learning Style in Speaking Skill _{11 12} Abbas Pourhossein Golakjani, Op.Citp.471 Hajar Yuliani, Unpublished thesis : An Analysis Students’ VAK Learning Style and

  

Learning Strategies in English Speaking of Second Grade at SMA Unggula Sdoharjo , (IAIN At The Second Semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/2017”.

  B. Identification of the Problem 1. The students were difficult learning speaking.

  2. The students did notknow of their learning style in learning speaking.

  C. Limititation of the Problem

  Based on the background and identification explained above, the researcher focusedto know learning styles in learning speaking of students at Madrasah

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  Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of

  

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  2016/ 2017

  D.Formulation of the Problems

  Based on the identification and the limitation of the problem above, the researcher formulate the problem as follows: What are the learning style of students in speaking skill at thesecond semester of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/ 2017?

  E.Objective of the Research

  The objective of this research is : To identify the learning styles of students in speaking skill at the second semester of the students of Madrasah Aliyah

  

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  Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/2017.

  F.Use of research

  The results of this research are expected to give theoretical and practical contributions.

  1. Theorically, the research sourch information on the students’ learning style in speaking skill and the research results are expected to contribute to the development of education, especially in students’ learning style in speaking skill.

  2. Practically

  a. Researcher : The researcher know the kinds of learning style in speaking skill and also it will be usefull as a references for the next researcher who wants to conduct research about students’ learning style.

  b. Teacher : Give information for English teacher about models of learning style in speaking skill that make students easy to study.

  c. Students : By understanding learning style in speaking skill can make students easy to study English speaking language subject.

G. Scope of the Research

  The scope of the research as follows:

  1. Subject of the Research The subject of the research wasthe students of Madrasah Aliyah Mathla’ul Anwar Labuhan Ratu Bandar Lampung in the academic year of 2016/2017.

  2. Object of the Research The object of the research was the students’ learning style in speaking skill.

  3. Place of the research The research was conducted Madrasah Aliyah Mathla’ul Anwar on Jl.

  Untung Suropati gg. Famili 1 Labuhan Ratu Bandar Lampung.

  

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  4. Time of the Research The research was conducted at the second semester in the academic year of 2016/2017

CHAPTER II THE FRAME OF THEORIES A.Concept of Learning Learning is an activity for getting knowledge, skill, and experience about subject

  learning which needs the practice to improve the understanding of it. It can be seen that learning can be defined as changes in behavior. According to Kimble in Brown, learning is acquiring of knowledge of a subject or a skill by study, experience, or instructions. It is relatively permanent change in a behavioral

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  tendency and the result of reinforced practice. It means that learning that not only transfers knowledge, but also more than that.

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  construction that learning is a social phenomenom, as well as an individual

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  experience: and that learner differences are resources, not obstacles. It means that learning is an active process that done by students’ individual experience in the social community. It can be concluded, that learning is a process for getting knowledge, subject or else from the study, experience and instruction. By this process, students are acquiring or getting of knowledge of a subject or a skill by study, experience or instruction. It means that learning will give influence to the students, the more

  13 ₁₄ H. Douglas Brown, Loc. Cit.

  Suzzane M.Wilson, Penelope L. Peterson, , Theories of Learning and Teaching What students learn it makes more open possibilities to change their mindset and attitude in their behavior.

  

B.Concept of Learning Style

  Learning stlye is a student’s consistent way of responding to and using stimuli in the context of learning. Keefe in Sabatova defines learning styles as the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with and responds

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  to the learning environment. It means that learning styles are manner in which individuals perceive and process information in learning situation.

  

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  Stewart and Felicetti in Sabatova states learning style is educational conditional

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  conditions under which a students is most likely to learn. It means that learning styles are not really concerned with what learners learn, but rather how they prefer to learn. Learning styles can be defined, classified, and identified in many different way. Generally, they are overall patterns that provide direction to learning and teaching. Learning style can also be described as a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation. Styles influence how students learn, how teachers teach, and how the two interact.

15 Bc.Jarmila Sabatova, Unpublished Thesis: Learning Style in ELT, (Masaryk University

  

Brno:2008) p.18

₁₆ Each person is born with certain tendencies toward particular styles, but these biological or inherited characteristics are influenced by culture, personal experiences, maturity level, and development. Style can be considered a “contextual” variable or construct because what the learner brings to the learning experience is as much a part of the context as are the important features of the experience itself. The concept of style will be first put forward by cognitive psychologists. According to Brown defines style as a term that refers to consistent and rather enduring tendencies or preferences within an individual. Therefore, style are those general characteristics of intellectual functioning (and personality type, as well) RADEN INTAN

  

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  that especially pertain to one as an individual, that differentiate one from someone

  17 else. It means that style make a another person better .

  Each learner has distinct and consistent preferred ways of perception, organization and retention. These learning styles are characteristic cognitive, affective, and physiological behaviors that serve as pretty good indicators of how learners perceive, interact with, and respond to the learning environment.Students learn differently from each other and it has been determined that brain structure influences language structure acquisition. It has also been shown that different

17 H. Douglas Brown, Principles of Language Learning and Teaching (San

  hemispheres of the brain contain different perception avenues. Some researchers claim that several types of cells present in some brains are not present in others.

  In education, it has been agreed that learning styles play an important role in the process of language learning. Research has indicated the stability and capability of development of learning style. With this realization of the importance of learning style to language learning, much research has been done in this filed. Morever, different researchs have their own understandings of learning style, which leads to different definition of learning style.

  

C.Concept of Speaking

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  Speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently. Speaking in one of four abilities, which has important role in daily life, even as main ability in communication among human being. Lucia states that speaking is productive

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  skill. Interaction is two-way communication that involves using language and body language to keep our listener involved in what we are saying and to check that they understand our meaning. Thornbury states that speaking is so much a part of daily life that we take it for granted. Natural and integral are speaking that we forget how we once struggled ₁₈ Lucia Carel Aguilera, Productive Language Skills Learning and Teaching : Speaking to achieve this ability until that is we have to learn how to do it all over again in a

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  foreign language. Therefore speaking can mean verbal communication between people. When they are enggaged in talking to each other, it is sure that there are doing communication. There is certain generalization that people make about the majority of communicative events and these have particular relevence for the learning and teaching process. It is clear that they should be careful in choosing words and style in communication, somebody who wants to speak english well; she/he has to know grammar, broad vocabularies, having interaction with listeners and can speak english as well as native speaker do.

  According to Chaney in Kayi, Speaking is process of building and sharing

  

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  meaning through the use of verbal and non-verbal symbols, in a variety of

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  contexts. Speaking is the skill that the learners will be judged upon most in real- life situation. It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensibly. Thus, the teachers have a responsibility to prepare the learners as much as possible to be able to speak English in the real-life situation. Based on the theories above, the researcher concluded that speaking is a form communication to extend a certain aim from person or persons to others. Speaking _{19 20} Scoot Thornbury, How to Teach Speaking, (Longman, England:2015), p.1

Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second is also one of important learning to improve the students’ skill by practicing for communication verbally. The students must be active to communicate by using English so that they can improve their speaking skill very well.

D. Concept of Learning Speaking

  Learning is define an process that brings together cognitive, emotional, and environmental influences for the purpose of making changes is one’s knowledge,

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  skill, values, and worldviews. Learning also refers to a relatively permanent change in behavior as a result of practice or experience. It means that learning is students’ process to get knowledge not only from the teacher but also from their own practice or experience. Learning can increase students’ cognitive, affective

  

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  and psychomotor aspects. It also brings a change in students’ behavior after they learn something.

  According to Turk, speaking is the direct route from one mind to another and it is

  22 the way we usually choose when we want to ask questions or give explanation.

  It means that speaking is someone process to interact with others. It purpose to get information, ask question, and share everything. In speaking, the students learn how to organize the idea, express the language in spoken form with good pronounciation and stressing.

  21 Denise E. Murray and MaryAnn Christison, What English Language Teacher Need to ₂₂ Know, (New York:Routledge:2011), p.140 Christopher Turk, Effective Speaking Communicating in Speech, (France: Spon Press: Based on both of these explanations, it can be concluded that learning speaking is students’ process to get knowledge through interact with other student to exchange information, express ideas or feelings by using a good pronunciation.

  

E.The Difference of Learning Style and Learning Strategies

  According to Reidthat a distinction between learningstyles and learning strategies by focusing in what way they are distinct from eachother. She refers to learning styles as internally based characteristics, often not perceived or consciously used by learners, for the intake and comprehension of new information.While learning strategies are define as external skills often used consciously by students to

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  improve their learning. It meansthat we can infer from these two definitions is

  

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  that since learning styles are internally based characteristics, they explain a learner’s preference to a learningsituation. They are relatively stable and not likely tochange over time Providing a wide range of definitions of learning strategies proposed by experts in the fielddoes not solve the problem of understanding what learning strategies because learning strategies have usuallybeen confused with learning styles. This view is also supported by Oxford who states that somelearner characteristics such as learning styles and personality traits are difficult tochange. Learners abandoned their own learning styles and they adjustedthemselves according to the teaching ₂₃ Selime Tabanlioglu ,The Relationship Between Learning Styles and Language Learning

  

Strategies of Pre-Intermediate Eap Students, (Middle East Technical University:2013), p.22

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  style they were exposed to. The learning strategies, on the other hand, are said to be ‘external skills’,which indicates they are more problem oriented and conscious.

  This also implies thatthey are more liable to change over time and depending on the task and materialsused in the learning environment. Oxford claims that

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  learning strategies areeasier to teach and modifthrough strategy training. It means learning style and strategies have correlation and influence by each other.

  Students, who understand their learning style, will find certain strategies in learning certain subject and use it in effective way. It helps them to improve their achievement.