THE CORRELATION OF LEARNING STYLES, LANGUAGE LEARNING STRATEGIES, AND READING COMPREHENSION OF THE STUDENTS OF SMP NEGERI 1 LAGUBOTI.
THE CORRELATION OF LEARNING STYLES, LANGUAGE LEARNING
STRATEGIES, AND READING COMPREHENSION OF THE STUDENTS
OF SMP NEGERI 1 LAGUBOTI
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
JIMMI TAMPUBOLON
Registration Number: 072188330019
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
3
201
2013
THE CORRELATION OF LEARNING STYLES, LANGUAGE LEARNING
STRATEGIES, AND READING COMPREHENSION OF THE STUDENTS
OF SMP NEGERI 1 LAGUBOTI
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
JIMMI TAMPUBOLON
Registration Number: 072188330019
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
3
201
2013
ABSTRACT
la
rre
019. The Co
ation Numbe
tr
mmi. Regis
n, Ji
olo
mpub
lattion
rrela
Corre
0721883300
berr 072188330
tra
gistr
Jim
olon
pubolo
Tam
Ta
ategi
nguage Learning Str
giees and Reading
tra
Lan
ylees, La
of Learning Styl
mpreh
ub
Co
Com
preheension of the Stud
udeents of SMP Negeri 1 Lag
Lagub
ubooti. A Th
Theesis.
English Appli
lieed Linguis
isttics Stud
udyy Program. Postgradu
duaate School, State
er
si
dan. 201
Univ
iver
ersi
sitty of Me
Med
20133.
This study was intended to find out the correlation of learning styles, language
learning strategies preferences and reading comprehension of the students
of SMP Negeri 1 Laguboti. The study was a correlational study conducted to
39 random sampled students of SMP Negeri 1 Laguboti. The data was collected
by using Reid’s Perceptual Learning Style Questionnaire, Oxford’s Strategy
Inventory for Language Learning, and Reading Comprehension Test. The data
was analyzed by using Statistical Package for Social Science (SPSS) version
20. Based on the data analyses, it was found that there was significant correlation
between learning style and language learning strategy such as between visual
style and memory and meta-cognitive strategies, auditory styles and memory and
meta-cognitive strategies, kinesthetic style and memory and meta-cognitive
strategies, group style and cognitive strategies, individual style and memory and
meta- cognitive strategies. It was also found that visual learning styles together
with memory strategies had significant correlation with reading comprehension.
Visual learning styles together with meta-cognitive strategies also had significant
correlation with reading comprehension. Based on the findings it is suggested
the importance of learning style and language learning strategies in learning
English, especially in learning reading.
i
ABSTRAK
rre
M. 072188330019. The Co
mmi. NI
n, Ji
olo
mpub
rrellation of Learning
Corre
NIM
Jim
olon
pubolo
Tam
Ta
mpr
nguage Learning Strategi
preehension of the
Com
giees and Reading Co
Lan
ylees, La
Styl
ub
nguis
Stud
udeents of SMP Neger
erii 1 Lag
Lagub
ubooti. A Thesis. Prog
ogrram Stud
udii Li
Lin
isttik
apan Bahasa Ingg
ca Sarj
ana, Univ
er
si
Ter
era
ggrris. Sekolah Pas
asca
rja
iver
ersi
sittas Negeri Med
edaan.
3.
201
2013
Penelitian ini bertujuan untuk melihat hubungan antara gaya belajar, strategi
belajar bahasa dan keampuan membaca siswa SMP Negeri 1 Laguboti. Penelitian
ini merupakan penelitian korelasi yang dilakukan terhadap 39 siswa SMP
Negeri 1 Laguboti yang diambil secara acak. Data penelitian dikumpulkan
dengan menggunakan Reid’s perceptual Learning Style Questionnaire, Oxford’s
Strategy Inventory for Language Learning, dan Test Kemampuan Membaca.
Data penelitian dianalisa dengan menggunakan program SPSS versi 20.
Berdasarkan analisis data, diperoleh bahwa terdapat korelasi antara gaya belajar
dengan strategi belajar bahasa seperti antara gaya belajar visual dengan strategi
memori dan meta-kognitif, gaya belajar auditori dengan strategi memori dan
meta- kognitif, gaya belajar kinesthetik dengan strategi memori dan meta-cognitif,
gaya belajar berkelompok dengan strategi kognitif, gaya belajar individu dengan
strategi memori dan meta-kognitif. Selain itu terdapat juga korelasi yang
signifikan antara gaya belajar visual bersama-sama dengan strategi belajr
memori terhadap kemampuan membaca. Gaya belajar visual bersama-sama
terhadap
dengan startegi belajar meta-kognitif berkorelasi yang signifikan
kemampuan membaca. Berdasarkan hasil penelitian tersebut disarankan
bahwa gaya belajar dan strategi belajar penting dalam pembelajaran bahasa,
terutama dalam belajar membaca.
ii
TABLE OF CONTENTS
Page
ABSTRACT
i
ACKNOWLEDMENTS
iii
TABLE OF CONTENTS
v
LIST OF TABLES
ix
LIST OF FIGURES
x
CHAPTER I
INTRODUCTION
1.1 The Background of the Study ........................................................................... 1
1.2 The Problems of the Study ............................................................................... 4
1.3 The Objectives of the Study ............................................................................. 4
1.4 The Scope of the Study ................................................................................... 4
1.5 The Significance of the Study........................................................................... 5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework ..................................................................................... 7
2.1 Learning Style .................................................................................................. 7
2.1.1 Reid’s Learning Style Categories .................................................................. 9
2.2 Language Learning Strategies .......................................................................... 13
2.2.1 The Classification of Language Learning Strategies ...................................... 15
2.2.1.1 Direct Strategies ......................................................................................... 15
i
2.2.1.2 Indirect Strategies ....................................................................................... 17
2.3 Reading Comprehension .................................................................................. 21
2.4 Level of Comprehension .................................................................................. 23
2.4.1 Literal Comprehension .................................................................................. 23
2.4.2 Inferential Comprehension ............................................................................ 24
2.4.3 Evaluation Comprehension ............................................................................ 24
2.4.4 Appreciation Comprehension ........................................................................ 25
2.5 The Assessment of Reading Comprehension .................................................... 25
B. Conceptual Framework...................................................................................... 28
2.6 The Hypothesis of the Study ............................................................................ 30
CHAPTER III
RESEARCH METHOD
3.1 Design of the Study .......................................................................................... 31
3.2 Population and Sample ..................................................................................... 31
3.3 Instrument in Collecting Data ........................................................................... 32
3.3.1 Perceptual Learning Style Preference Questionnaire ...................................... 32
3.3.2 Strategy Inventory for Language Learning .................................................... 34
3.3.3 Reading Comprehension Objective Test ........................................................ 35
3.3.4 Validity and Reliability of the Instrument of Data Collection ........................ 36
3.4 Procedure of Data Collection............................................................................ 37
3.5 Technique of Analyzing Data ........................................................................... 38
ii
CHAPTER IV
DATA AND DATA ANALYSIS
4.1 Data Analysis ................................................................................................... 41
4.1.1 The Analysis of Perceptual Learning Style Preference Questionnaire ........... 41
4.1.2 The Analysis of Strategy Inventory for Language Learning........................ 42
4.1.3 The Analysis of the Correlation between Learning Styles and Language
Learning Strategies Preferences ............................................................. 43
4.1.4 The Analysis of the Correlation of Learning Styles, Language Learning
Strategies, and Reading comprehension .................................................. 45
4.2 The Findings .................................................................................................... 47
4.2.1 The Correlation Between Learning Style and Language Learning Strategies . 47
4.2.2 The Correlation of Learning Style, Language Learning Strategies, Reading
Comprehension ............................................................................................. 48
4.3 The Discussion................................................................................................. 48
4.3.1 The Correlation between Learning Style and Language Learning Strategies .. 48
4.3.2 The Correlation of Learning Style, Language Learning Strategies, Reading
Comprehension ............................................................................................. 53
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
5.1
Conclusions .................................................................................................. 55
5.2
Suggestions................................................................................................... 55
REFERENCES
APPENDICES
iii
LIST OF TABLES
TABLES
Table 3.1 The Outline of Perceptual Learning Style Questionnaire .............................. 33
Table 3.2 The Outline of SILL .................................................................................... 34
Table 3.3 The Outline of Reading Comprehension ...................................................... 36
Table 4.1 Descriptive Statistics Concerning Learning Style Preferences ..................... 41
Table 4.2 Descriptive Statistics Concerning Language Learning Strategy
Preferences .................................................................................................42
Table 4.3 Pearson Correlation Matrix .......................................................................... 43
Table 4.4 Multiple Correlation of Learning Styles, Language Learning Strategies,
and Reading Comprehension ....................................................................... 46
Table 4.5 Pearson Product Moment Coefficient Correlation (r) ................................... 49
iv
LIST OF FIGURES
FIGURE:
1. Psychological Model of Language Learning Style Differences ...................... 10
2. Diagram of Oxford’s Strategy Classification ................................................. 19
3. Research Paradigm ........................................................................................ 31
v
CHAPTER I
INTRODUCTION
1.1 The Background to the Study
During the last couple of decades the world has been concerned with
cultural, social, political and technological changes. In order to keep up with those
changes, people have had to meet the needs created by all these changes.
Language learning is one of the most important needs and it has become an
essential component in people’s lives. Because of numerous reasons such as
studying at an English medium university or living in a foreign country, people all
over the world are trying to learn it as a second language.
By having those facts, government has tried to increase the ability of
Indonesian in English especially the students. One effort done by the government
is putting English as compulsory subject taught at levels of formal education.
Moreover, English becomes one of the subjects included as the graduation
standard in National Examination.
There are four language skills to be mastered in balance, namely:
listening, speaking, reading, and writing. According to Alwasilah (1999), reading
is the most important language skill for academic achievement, followed by
writing, speaking, and listening comprehension. This is consistent with Collielr’s
(1989: 521) suggestion that successful reading performance is strong predictor of
students’ academic performance in the second language at the secondary and postsecondary level. In the 2006 English Curriculum for junior high school, reading
1
2
regarding as the backbone of other language skills. It is stated that trough reading
students can develop the other language skills such as writing and speaking.
In Indonesia, English as a foreign language is a compulsory subject to
be taught in all school from lower to upper secondary schools and also
universities. Even in some elementary school, English has been offered as an
elective subject. However, the proficiency in English of the Indonesian students
still shows unsatisfactory quality of the outputs. According to International
Association or the Education (IAFA) in 1992, Indonesian elementary students’
reading comprehension is very low. Thus Indonesian elementary reading
comprehension is ranked in 29 from 30 nations that used as the research sample
(Bali Post, September 22, 2002) the finding indicated the students have low ability
in reading comprehension.
The unsatisfying quality of education in general and English in particular
relates to some variables. It may come from the methods the teachers use in
teaching English on one hand, while it may come from the students themselves.
From the side of the students, there are some variables that affecting succesfull in
learning English. Some of them are learning styles and language learning
strategies (Oxford, 205). Appropriate learning styles and language learning
strategies help the students in learning Engish. Furthermore, Oxford (2006)
claimed that learning styles and strategies are the main factors helping determine
how language learners learn a second or foreign language. Hence, it seems that
learning styles are quite crucial during language learning process. Liksman (in
Oxford, 1989 : 21) says that learning style is one part of our link to accelerated
3
learning. Research has identified that people learn in different ways. If one want
to learn something more rapidly, the material needs to be presented to him or her
in his or her most developed pathway to the brain-his or learning style. According
to Joyce and Weil (1996 : 385), learning styles is important in teaching since they
are the education –relevant expressions of the uniqueness of the individual.
Individual differences are prized because they are expression of the uniqueness of
personalities. Individually, one’s configurations give his or her personal identities.
As a teacher, s/he needs to use the teaching repertoires in such a way that s/he
capitalizes on the characteristics of the students to help them achieve increasing
control over their own growth.
In learning process, learning style is used in variety of ways. Each
student has his or her own unique learning strength and weakness. It is vital for
teachers to deliberately use a variety of learning strategies to reach the students’
optimal achievement. The teacher should be aware that the ability and the way of
students in studying are different. At the present, the teacher tends to apply one
way in teaching that is visual style. For example, the teacher teaches by using
board and book, and this is only efective for they whose learning style is visual
style. For those who learn better using body movement or work in group this
teaching will not be effective. It is obvious, teaching using only one learning style
can raise problem.
Due to this phenomenon, the teachers have to improve the quality of the
learning process. The teachers have to be able to arouse the students’ motivation
and attention towards le reading comprehension. The teachers also have to create
4
or select appropriate method and create the atmosphere of learning where the
students optimize their own learning according to their own learning styles and
learning strategies.
Therefore, this study aims at investigating the individual learning style
preferences of learners, the language learning strategies they prefer to use, and to
investigate whether a correlation between language learning strategies, learning
styles and reading comprehension exists.
1.2 The Problems of the Study
Based on the previous explanation, the problems of this study are
formulated as follows:
1. Is there any correlation between the students’ learning style and their
language learning strategy preferences
2. Is there any correlation between the students’ learning style, language
learning strategy preferences and their reading comprehension?
1.3 The Objectives of the Study
In line with the problems, the objectives of the study are to investigate
1. the correlation between students’ learning style and their language learning
strategy preferences, and
2. the correlation of students’ learning style, language learning strategy
preferences and their reading comprehension.
5
1.4 The Scope of the Study
There are some language learning strategies classification systems and
learning styles dimensions such as proposed by O’Malley’s, Anna’s, and
Oxford’s, etc. This study is limited to the language learning strategies as classified
by Oxford and to the learning styles as categorized by Reid. The study is also
limited to the language learning strategies and learning styles preferred by the
learners of junior high school grade VIII and their reading comprehension.
1.5 The Significance of the Study
Theoretically, the findings of the study are expected to be relevant and
useful in some respects. The findings hopefully will gives contribution for further
enhancement and enrichment to the theory of how students learns English
especially reading skils. The findings, hopefully will also give contribution for
further research especially those in field of reading comprehension and learning
styles and language learning strategies
Practically, the findings of this study will be give contribution to
language learning activities especially teachers of English as foreign language in
classroom. This study can raise teachers’ awareness of their students’ language
learning strategies and learning style that finally will give effect to their teaching
style. It is also expected that the study will give information about learners’
strategies and style in learning English. The findings are also expected that this
study will raise students’ awareness of their learning style and strategies in
learning English. Raising students’ awareness of their language learning and
6
strategies will make them not only more prepared for learning but also more
analytic about their learning strategies they use. Reid (in Tabanlioglu, 2003:5)
states that developing an understanding of learning environments and strategies
will enable students to take control of their learning and to maximize their
potential for learning.
The findings are also expected to be useful to curriculum developers and
material producers. Because teachers need to have enough time in the curriculum
dedicated in the identification of learners’ learning strategies and learner training
activities, curriculum developers will be able to allocate sufficient time for the
training session. Similarly, knowing students’ general preference tendencies may
enable material developers to produce materials and help students manipulate
beneficial strategies.
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are drawn as the following.
1. There was a significant correlation between Visual style and memory
strategies. Visual styles also have significant correlation with metacognitive strategies. Auditory style had significant correlation with
memory and meta-cognitive strategies. Kinesthetic style significantly
correlated with memory and meta-cognitive strategies. Group style had
significant correlation with cognitive strategies. Individual style had
significant correlation with memory strategies and meta-cognitive
strategies. However, tactical style had no significant correlation with any
language learning strategies.
2. There is a significant correlation of visual learning style, memory
strategies, and reading comprehension. Visual learning style together with
meta-cognitive strategies also had significant interaction with rading
comprehension.
5.2 Suggestions
The findings of this study revealed that correlation among learning styles,
language learning strategies, and reading comprehension exists. Therefore it is
suggested that:
51
52
1. In conducting English teaching process, teachers of English should raise
their awareness of their students’ learning styles and language learning
strategies that finally give effects on their teaching style. Their awareness
of students’ learning styles and language learning strategies will also give
benefit in adopting appropriate teaching technique to the students. Beside,
the teacher should raise their students’ awareness of their learning styles
and language learning strategies so that it will help the students learn
better and more effective, especially in learning reading comprehension.
2. The students should aware of their learning styles and language learning
strategies. Their awareness of learning style and language learning
strategies will make them not only more prepared for learning but also
more analytic about the strategies they use in learning. They also should
try to use various leaning styles and strategies in leaning English which
can help them handling different task or problem in learning English,
especially the problem regarding reading comprehension.
3. The curriculum developers and material producers should also consider
these two things when they develop curriculum and make material. By
knowing students’ general preference tendencies, they may help students
to manipulate beneficial strategies.
REFERENCES
Alexander, J.S, 1988. Teaching Reading. New York: Scoth Foreshman
Alwasilah, A. C. 1999. Membangun Kreatifitas Menulis: Membenahi Pendidikan
Bahasa di Perguruan Tinggi. Presented in Seminar Nasional I Bahasa
dan Sastra Inggris, Padang: Universitas Bung Hatta, 24-25 November
1999
Brown, H. Douglas. 2004. Teaching by Principle: An Interactive Approach to
Language Pedagogy (Second Edition). San Francisco: Adison Wesley
Longman. Inc
------------- 2000. Principles of Language Learning and Teaching, Fourth Edition
Callahan, Joseph F. and Clark, Leonard H. 1982. Teacing in the Middle and
Secondary School.: Planning for Competence 2nd. New York: Collier
Mac Millan
Carnine, D., Silbert, J. and Kameenui, E.J. 1979. Direct Instruction Reading. Ohio:
Merril.
Celce, Marianne and Murcia, 2001 Teachingh English a Second or Foreign
Language, Melbourne: Thomson Learning
Clark
,
M.A. and S.V.Silberstein, 1977. Towards a Realization of
Psycholinguistics Principles in the ESL Reading Class, Cambridge:
Cambridge University Press.
Collier, V. P1989. How Long? A Synthesis of Research on Academic Achievement
in Seon Language. TESOL Quarterly, 23 (3), 509-531.
Ehrman, M., & Oxford, R. 1995. Cognition plus: correlates of language learning
success. The Modern Language Journal, 79, 67-89.
Grace, C. 2000. Gender differences: vocabulary retention and access to
translationsfor beginning language learners in CALL. The Modern
Language Journal, 84,214-225.
Gay, L. R. 1981. Educational Research. New York: Merrill
Grenfell, M., & Harris, V. 1999. Modern languages and learning strategies in
theory and practice. London: Routledge.
Harmer, J. 1983, The Practice of English Language Teaching, NewYork:
Longman
Heilman, W. 1981. Principles and Practices of Teaching Reading). New York:
Merril Pup Co.
John, W. Best and James, V. Kahn. 1993. Research in Education, Seventh Edition.
New Delhi: Prentice-Hall of India Private Limited.
Joyce, B. and Weil, M. 1996. Models of Teaching Fifth Edition. USA: Allyn and
Bacon.
Kaylani, C. 1996. The influence of gender and motivation on EFL learning
strategy use in Jordan. In R. Oxford (Ed.). Language learning strategies
around the 90 world: Cross-cultural perspectives. (pp. 75-88). Honolulu:
University of Hawai‘I, Second Language Teaching & Curriculum Center.
Keffe, J. W (1979). Learning Style: an overview. In Student Learning
Styles:Diagnosing and Prescribing Objects. Reston: Nattional
association of Secondary School Principles.
Nuttal, C1982, Teaching Reading Skill in A foreign Language. London: Heineman
Educational Books.
Oxford, Rebecca 1989. Use of language learning strategies: A synthesis of
studies with implications for strategy training. System journal , 17 (2),
235-247.
Oxford, R., & Nyikos, M. 1989. Variables affecting choice of language learning
strategies by university students. The Modern Language Journal, 73, 291300.
Reid, J. M. 1987. The learning style preferences of ESL students. TESOL
Quarterly,21 (1), 87-111.
……………… 1998 Preface In J. Reid (Ed) Understanding learning styles in the
second language classroom (p. ix) USA: Prentice Hall Regents
……………… (1995). Preface. In J. Reid (Ed.). Learning styles in the SL/EFL
classroom. New York: Heinle and Heinle Publishers.
Ricki, L. 1996. How To Learn Quickly: an accelerated program for rapid
learning, Naperville : A Citadel Press Book
Simanjuntak, E.G. 1988, Developing Reading skill for EFL Students, Jakarta:
Depdikbud.
Soplsky, B. 1999. Concise Encyclopedia of Educational Linguistics, London:
Elsevier Science.
Steinberg, D.D. 1982, Psycholinguistics. Language, Mind and World, New York:
Longman
Willing, K. 1988. Learning styles in adult immigrant education. Research
Series(Ed. David Nunan). Australia: National Curriculum Research
Center: Adult Migrant Education Program
Bull, Susan and Ma, Yingxin. 2006. Raising Learner Awareness of Language
Learning Strategies in Situation of Limited Resources.
http://iteslj.org/
Clenton, J. 2002. Learning styles and the Japanese. Retrieved on October 15,
2002
from
the
following
World
Web
Site
:
http://www.sussex.ac.uk/langc/skills/LearningStylesJapanese.pdf.
Chamot, Anna Uhl, Dale, Marsha, et al. 2006. Learning and Problem Solving
Strategies of ESL Students. http://www.calla.org
Clouston, Lessard Michael. 2006. Language Learning Strategies: An Overview
for L2 Teacher. http://iteslj.org/Articles/Clouston-Strategies.html
Oxford, Rebecca. 2006. Language Learning Styles and Strategies: Concepts and
Relationship. http://www.bilingualresearch-journal.html
------------------. 2006. Language Learning Strategies:
http://www.cal.org/resources/digest/oxford01.html
An
Update.
Hismanoglu, Murat. 2006. Language Learning Strategies in Foreign Language
Learning and Teaching. http://iteslj.org/Articles/HismanogluStrategies.html
Rigney. 2003. Nationality and Language Learning Strategies of ELT-Major
University Students, Asian EFL Journal. http://www.asiaefl.journal
Rasekh, Zohreh Eslami and Ranjbary, Reza. 2003. Metacognitive Strategy
Training for Vocabulary Learning, TESL-EJ. http://www.tesl-ej.org
Tercanlioglu, Leyla. 2004. Exploring Gender Effect on Adult foreign Language
Learning Strategies. Issues in Educational Research, Vol 14.
http://www.iier.org.au/iier14/tercanlioglu.html
Tabanlioglu, Selime. 2003. The Relationship Between Learning Style and
Language Learning Strategies of Pre-Intermediate EAP Students.
http://www.iier.org.au/iier/tabanlioglu.html
Pei-Shi, Weng. 2012. The Effect of Learning Styles on Learning Strategy Use by
http://
EFL
Learners.
Journal
of
Science.
thescipub.com/pdf/10.3844/jssp.2012.230.234
STRATEGIES, AND READING COMPREHENSION OF THE STUDENTS
OF SMP NEGERI 1 LAGUBOTI
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
JIMMI TAMPUBOLON
Registration Number: 072188330019
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
3
201
2013
THE CORRELATION OF LEARNING STYLES, LANGUAGE LEARNING
STRATEGIES, AND READING COMPREHENSION OF THE STUDENTS
OF SMP NEGERI 1 LAGUBOTI
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
JIMMI TAMPUBOLON
Registration Number: 072188330019
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
3
201
2013
ABSTRACT
la
rre
019. The Co
ation Numbe
tr
mmi. Regis
n, Ji
olo
mpub
lattion
rrela
Corre
0721883300
berr 072188330
tra
gistr
Jim
olon
pubolo
Tam
Ta
ategi
nguage Learning Str
giees and Reading
tra
Lan
ylees, La
of Learning Styl
mpreh
ub
Co
Com
preheension of the Stud
udeents of SMP Negeri 1 Lag
Lagub
ubooti. A Th
Theesis.
English Appli
lieed Linguis
isttics Stud
udyy Program. Postgradu
duaate School, State
er
si
dan. 201
Univ
iver
ersi
sitty of Me
Med
20133.
This study was intended to find out the correlation of learning styles, language
learning strategies preferences and reading comprehension of the students
of SMP Negeri 1 Laguboti. The study was a correlational study conducted to
39 random sampled students of SMP Negeri 1 Laguboti. The data was collected
by using Reid’s Perceptual Learning Style Questionnaire, Oxford’s Strategy
Inventory for Language Learning, and Reading Comprehension Test. The data
was analyzed by using Statistical Package for Social Science (SPSS) version
20. Based on the data analyses, it was found that there was significant correlation
between learning style and language learning strategy such as between visual
style and memory and meta-cognitive strategies, auditory styles and memory and
meta-cognitive strategies, kinesthetic style and memory and meta-cognitive
strategies, group style and cognitive strategies, individual style and memory and
meta- cognitive strategies. It was also found that visual learning styles together
with memory strategies had significant correlation with reading comprehension.
Visual learning styles together with meta-cognitive strategies also had significant
correlation with reading comprehension. Based on the findings it is suggested
the importance of learning style and language learning strategies in learning
English, especially in learning reading.
i
ABSTRAK
rre
M. 072188330019. The Co
mmi. NI
n, Ji
olo
mpub
rrellation of Learning
Corre
NIM
Jim
olon
pubolo
Tam
Ta
mpr
nguage Learning Strategi
preehension of the
Com
giees and Reading Co
Lan
ylees, La
Styl
ub
nguis
Stud
udeents of SMP Neger
erii 1 Lag
Lagub
ubooti. A Thesis. Prog
ogrram Stud
udii Li
Lin
isttik
apan Bahasa Ingg
ca Sarj
ana, Univ
er
si
Ter
era
ggrris. Sekolah Pas
asca
rja
iver
ersi
sittas Negeri Med
edaan.
3.
201
2013
Penelitian ini bertujuan untuk melihat hubungan antara gaya belajar, strategi
belajar bahasa dan keampuan membaca siswa SMP Negeri 1 Laguboti. Penelitian
ini merupakan penelitian korelasi yang dilakukan terhadap 39 siswa SMP
Negeri 1 Laguboti yang diambil secara acak. Data penelitian dikumpulkan
dengan menggunakan Reid’s perceptual Learning Style Questionnaire, Oxford’s
Strategy Inventory for Language Learning, dan Test Kemampuan Membaca.
Data penelitian dianalisa dengan menggunakan program SPSS versi 20.
Berdasarkan analisis data, diperoleh bahwa terdapat korelasi antara gaya belajar
dengan strategi belajar bahasa seperti antara gaya belajar visual dengan strategi
memori dan meta-kognitif, gaya belajar auditori dengan strategi memori dan
meta- kognitif, gaya belajar kinesthetik dengan strategi memori dan meta-cognitif,
gaya belajar berkelompok dengan strategi kognitif, gaya belajar individu dengan
strategi memori dan meta-kognitif. Selain itu terdapat juga korelasi yang
signifikan antara gaya belajar visual bersama-sama dengan strategi belajr
memori terhadap kemampuan membaca. Gaya belajar visual bersama-sama
terhadap
dengan startegi belajar meta-kognitif berkorelasi yang signifikan
kemampuan membaca. Berdasarkan hasil penelitian tersebut disarankan
bahwa gaya belajar dan strategi belajar penting dalam pembelajaran bahasa,
terutama dalam belajar membaca.
ii
TABLE OF CONTENTS
Page
ABSTRACT
i
ACKNOWLEDMENTS
iii
TABLE OF CONTENTS
v
LIST OF TABLES
ix
LIST OF FIGURES
x
CHAPTER I
INTRODUCTION
1.1 The Background of the Study ........................................................................... 1
1.2 The Problems of the Study ............................................................................... 4
1.3 The Objectives of the Study ............................................................................. 4
1.4 The Scope of the Study ................................................................................... 4
1.5 The Significance of the Study........................................................................... 5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework ..................................................................................... 7
2.1 Learning Style .................................................................................................. 7
2.1.1 Reid’s Learning Style Categories .................................................................. 9
2.2 Language Learning Strategies .......................................................................... 13
2.2.1 The Classification of Language Learning Strategies ...................................... 15
2.2.1.1 Direct Strategies ......................................................................................... 15
i
2.2.1.2 Indirect Strategies ....................................................................................... 17
2.3 Reading Comprehension .................................................................................. 21
2.4 Level of Comprehension .................................................................................. 23
2.4.1 Literal Comprehension .................................................................................. 23
2.4.2 Inferential Comprehension ............................................................................ 24
2.4.3 Evaluation Comprehension ............................................................................ 24
2.4.4 Appreciation Comprehension ........................................................................ 25
2.5 The Assessment of Reading Comprehension .................................................... 25
B. Conceptual Framework...................................................................................... 28
2.6 The Hypothesis of the Study ............................................................................ 30
CHAPTER III
RESEARCH METHOD
3.1 Design of the Study .......................................................................................... 31
3.2 Population and Sample ..................................................................................... 31
3.3 Instrument in Collecting Data ........................................................................... 32
3.3.1 Perceptual Learning Style Preference Questionnaire ...................................... 32
3.3.2 Strategy Inventory for Language Learning .................................................... 34
3.3.3 Reading Comprehension Objective Test ........................................................ 35
3.3.4 Validity and Reliability of the Instrument of Data Collection ........................ 36
3.4 Procedure of Data Collection............................................................................ 37
3.5 Technique of Analyzing Data ........................................................................... 38
ii
CHAPTER IV
DATA AND DATA ANALYSIS
4.1 Data Analysis ................................................................................................... 41
4.1.1 The Analysis of Perceptual Learning Style Preference Questionnaire ........... 41
4.1.2 The Analysis of Strategy Inventory for Language Learning........................ 42
4.1.3 The Analysis of the Correlation between Learning Styles and Language
Learning Strategies Preferences ............................................................. 43
4.1.4 The Analysis of the Correlation of Learning Styles, Language Learning
Strategies, and Reading comprehension .................................................. 45
4.2 The Findings .................................................................................................... 47
4.2.1 The Correlation Between Learning Style and Language Learning Strategies . 47
4.2.2 The Correlation of Learning Style, Language Learning Strategies, Reading
Comprehension ............................................................................................. 48
4.3 The Discussion................................................................................................. 48
4.3.1 The Correlation between Learning Style and Language Learning Strategies .. 48
4.3.2 The Correlation of Learning Style, Language Learning Strategies, Reading
Comprehension ............................................................................................. 53
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
5.1
Conclusions .................................................................................................. 55
5.2
Suggestions................................................................................................... 55
REFERENCES
APPENDICES
iii
LIST OF TABLES
TABLES
Table 3.1 The Outline of Perceptual Learning Style Questionnaire .............................. 33
Table 3.2 The Outline of SILL .................................................................................... 34
Table 3.3 The Outline of Reading Comprehension ...................................................... 36
Table 4.1 Descriptive Statistics Concerning Learning Style Preferences ..................... 41
Table 4.2 Descriptive Statistics Concerning Language Learning Strategy
Preferences .................................................................................................42
Table 4.3 Pearson Correlation Matrix .......................................................................... 43
Table 4.4 Multiple Correlation of Learning Styles, Language Learning Strategies,
and Reading Comprehension ....................................................................... 46
Table 4.5 Pearson Product Moment Coefficient Correlation (r) ................................... 49
iv
LIST OF FIGURES
FIGURE:
1. Psychological Model of Language Learning Style Differences ...................... 10
2. Diagram of Oxford’s Strategy Classification ................................................. 19
3. Research Paradigm ........................................................................................ 31
v
CHAPTER I
INTRODUCTION
1.1 The Background to the Study
During the last couple of decades the world has been concerned with
cultural, social, political and technological changes. In order to keep up with those
changes, people have had to meet the needs created by all these changes.
Language learning is one of the most important needs and it has become an
essential component in people’s lives. Because of numerous reasons such as
studying at an English medium university or living in a foreign country, people all
over the world are trying to learn it as a second language.
By having those facts, government has tried to increase the ability of
Indonesian in English especially the students. One effort done by the government
is putting English as compulsory subject taught at levels of formal education.
Moreover, English becomes one of the subjects included as the graduation
standard in National Examination.
There are four language skills to be mastered in balance, namely:
listening, speaking, reading, and writing. According to Alwasilah (1999), reading
is the most important language skill for academic achievement, followed by
writing, speaking, and listening comprehension. This is consistent with Collielr’s
(1989: 521) suggestion that successful reading performance is strong predictor of
students’ academic performance in the second language at the secondary and postsecondary level. In the 2006 English Curriculum for junior high school, reading
1
2
regarding as the backbone of other language skills. It is stated that trough reading
students can develop the other language skills such as writing and speaking.
In Indonesia, English as a foreign language is a compulsory subject to
be taught in all school from lower to upper secondary schools and also
universities. Even in some elementary school, English has been offered as an
elective subject. However, the proficiency in English of the Indonesian students
still shows unsatisfactory quality of the outputs. According to International
Association or the Education (IAFA) in 1992, Indonesian elementary students’
reading comprehension is very low. Thus Indonesian elementary reading
comprehension is ranked in 29 from 30 nations that used as the research sample
(Bali Post, September 22, 2002) the finding indicated the students have low ability
in reading comprehension.
The unsatisfying quality of education in general and English in particular
relates to some variables. It may come from the methods the teachers use in
teaching English on one hand, while it may come from the students themselves.
From the side of the students, there are some variables that affecting succesfull in
learning English. Some of them are learning styles and language learning
strategies (Oxford, 205). Appropriate learning styles and language learning
strategies help the students in learning Engish. Furthermore, Oxford (2006)
claimed that learning styles and strategies are the main factors helping determine
how language learners learn a second or foreign language. Hence, it seems that
learning styles are quite crucial during language learning process. Liksman (in
Oxford, 1989 : 21) says that learning style is one part of our link to accelerated
3
learning. Research has identified that people learn in different ways. If one want
to learn something more rapidly, the material needs to be presented to him or her
in his or her most developed pathway to the brain-his or learning style. According
to Joyce and Weil (1996 : 385), learning styles is important in teaching since they
are the education –relevant expressions of the uniqueness of the individual.
Individual differences are prized because they are expression of the uniqueness of
personalities. Individually, one’s configurations give his or her personal identities.
As a teacher, s/he needs to use the teaching repertoires in such a way that s/he
capitalizes on the characteristics of the students to help them achieve increasing
control over their own growth.
In learning process, learning style is used in variety of ways. Each
student has his or her own unique learning strength and weakness. It is vital for
teachers to deliberately use a variety of learning strategies to reach the students’
optimal achievement. The teacher should be aware that the ability and the way of
students in studying are different. At the present, the teacher tends to apply one
way in teaching that is visual style. For example, the teacher teaches by using
board and book, and this is only efective for they whose learning style is visual
style. For those who learn better using body movement or work in group this
teaching will not be effective. It is obvious, teaching using only one learning style
can raise problem.
Due to this phenomenon, the teachers have to improve the quality of the
learning process. The teachers have to be able to arouse the students’ motivation
and attention towards le reading comprehension. The teachers also have to create
4
or select appropriate method and create the atmosphere of learning where the
students optimize their own learning according to their own learning styles and
learning strategies.
Therefore, this study aims at investigating the individual learning style
preferences of learners, the language learning strategies they prefer to use, and to
investigate whether a correlation between language learning strategies, learning
styles and reading comprehension exists.
1.2 The Problems of the Study
Based on the previous explanation, the problems of this study are
formulated as follows:
1. Is there any correlation between the students’ learning style and their
language learning strategy preferences
2. Is there any correlation between the students’ learning style, language
learning strategy preferences and their reading comprehension?
1.3 The Objectives of the Study
In line with the problems, the objectives of the study are to investigate
1. the correlation between students’ learning style and their language learning
strategy preferences, and
2. the correlation of students’ learning style, language learning strategy
preferences and their reading comprehension.
5
1.4 The Scope of the Study
There are some language learning strategies classification systems and
learning styles dimensions such as proposed by O’Malley’s, Anna’s, and
Oxford’s, etc. This study is limited to the language learning strategies as classified
by Oxford and to the learning styles as categorized by Reid. The study is also
limited to the language learning strategies and learning styles preferred by the
learners of junior high school grade VIII and their reading comprehension.
1.5 The Significance of the Study
Theoretically, the findings of the study are expected to be relevant and
useful in some respects. The findings hopefully will gives contribution for further
enhancement and enrichment to the theory of how students learns English
especially reading skils. The findings, hopefully will also give contribution for
further research especially those in field of reading comprehension and learning
styles and language learning strategies
Practically, the findings of this study will be give contribution to
language learning activities especially teachers of English as foreign language in
classroom. This study can raise teachers’ awareness of their students’ language
learning strategies and learning style that finally will give effect to their teaching
style. It is also expected that the study will give information about learners’
strategies and style in learning English. The findings are also expected that this
study will raise students’ awareness of their learning style and strategies in
learning English. Raising students’ awareness of their language learning and
6
strategies will make them not only more prepared for learning but also more
analytic about their learning strategies they use. Reid (in Tabanlioglu, 2003:5)
states that developing an understanding of learning environments and strategies
will enable students to take control of their learning and to maximize their
potential for learning.
The findings are also expected to be useful to curriculum developers and
material producers. Because teachers need to have enough time in the curriculum
dedicated in the identification of learners’ learning strategies and learner training
activities, curriculum developers will be able to allocate sufficient time for the
training session. Similarly, knowing students’ general preference tendencies may
enable material developers to produce materials and help students manipulate
beneficial strategies.
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are drawn as the following.
1. There was a significant correlation between Visual style and memory
strategies. Visual styles also have significant correlation with metacognitive strategies. Auditory style had significant correlation with
memory and meta-cognitive strategies. Kinesthetic style significantly
correlated with memory and meta-cognitive strategies. Group style had
significant correlation with cognitive strategies. Individual style had
significant correlation with memory strategies and meta-cognitive
strategies. However, tactical style had no significant correlation with any
language learning strategies.
2. There is a significant correlation of visual learning style, memory
strategies, and reading comprehension. Visual learning style together with
meta-cognitive strategies also had significant interaction with rading
comprehension.
5.2 Suggestions
The findings of this study revealed that correlation among learning styles,
language learning strategies, and reading comprehension exists. Therefore it is
suggested that:
51
52
1. In conducting English teaching process, teachers of English should raise
their awareness of their students’ learning styles and language learning
strategies that finally give effects on their teaching style. Their awareness
of students’ learning styles and language learning strategies will also give
benefit in adopting appropriate teaching technique to the students. Beside,
the teacher should raise their students’ awareness of their learning styles
and language learning strategies so that it will help the students learn
better and more effective, especially in learning reading comprehension.
2. The students should aware of their learning styles and language learning
strategies. Their awareness of learning style and language learning
strategies will make them not only more prepared for learning but also
more analytic about the strategies they use in learning. They also should
try to use various leaning styles and strategies in leaning English which
can help them handling different task or problem in learning English,
especially the problem regarding reading comprehension.
3. The curriculum developers and material producers should also consider
these two things when they develop curriculum and make material. By
knowing students’ general preference tendencies, they may help students
to manipulate beneficial strategies.
REFERENCES
Alexander, J.S, 1988. Teaching Reading. New York: Scoth Foreshman
Alwasilah, A. C. 1999. Membangun Kreatifitas Menulis: Membenahi Pendidikan
Bahasa di Perguruan Tinggi. Presented in Seminar Nasional I Bahasa
dan Sastra Inggris, Padang: Universitas Bung Hatta, 24-25 November
1999
Brown, H. Douglas. 2004. Teaching by Principle: An Interactive Approach to
Language Pedagogy (Second Edition). San Francisco: Adison Wesley
Longman. Inc
------------- 2000. Principles of Language Learning and Teaching, Fourth Edition
Callahan, Joseph F. and Clark, Leonard H. 1982. Teacing in the Middle and
Secondary School.: Planning for Competence 2nd. New York: Collier
Mac Millan
Carnine, D., Silbert, J. and Kameenui, E.J. 1979. Direct Instruction Reading. Ohio:
Merril.
Celce, Marianne and Murcia, 2001 Teachingh English a Second or Foreign
Language, Melbourne: Thomson Learning
Clark
,
M.A. and S.V.Silberstein, 1977. Towards a Realization of
Psycholinguistics Principles in the ESL Reading Class, Cambridge:
Cambridge University Press.
Collier, V. P1989. How Long? A Synthesis of Research on Academic Achievement
in Seon Language. TESOL Quarterly, 23 (3), 509-531.
Ehrman, M., & Oxford, R. 1995. Cognition plus: correlates of language learning
success. The Modern Language Journal, 79, 67-89.
Grace, C. 2000. Gender differences: vocabulary retention and access to
translationsfor beginning language learners in CALL. The Modern
Language Journal, 84,214-225.
Gay, L. R. 1981. Educational Research. New York: Merrill
Grenfell, M., & Harris, V. 1999. Modern languages and learning strategies in
theory and practice. London: Routledge.
Harmer, J. 1983, The Practice of English Language Teaching, NewYork:
Longman
Heilman, W. 1981. Principles and Practices of Teaching Reading). New York:
Merril Pup Co.
John, W. Best and James, V. Kahn. 1993. Research in Education, Seventh Edition.
New Delhi: Prentice-Hall of India Private Limited.
Joyce, B. and Weil, M. 1996. Models of Teaching Fifth Edition. USA: Allyn and
Bacon.
Kaylani, C. 1996. The influence of gender and motivation on EFL learning
strategy use in Jordan. In R. Oxford (Ed.). Language learning strategies
around the 90 world: Cross-cultural perspectives. (pp. 75-88). Honolulu:
University of Hawai‘I, Second Language Teaching & Curriculum Center.
Keffe, J. W (1979). Learning Style: an overview. In Student Learning
Styles:Diagnosing and Prescribing Objects. Reston: Nattional
association of Secondary School Principles.
Nuttal, C1982, Teaching Reading Skill in A foreign Language. London: Heineman
Educational Books.
Oxford, Rebecca 1989. Use of language learning strategies: A synthesis of
studies with implications for strategy training. System journal , 17 (2),
235-247.
Oxford, R., & Nyikos, M. 1989. Variables affecting choice of language learning
strategies by university students. The Modern Language Journal, 73, 291300.
Reid, J. M. 1987. The learning style preferences of ESL students. TESOL
Quarterly,21 (1), 87-111.
……………… 1998 Preface In J. Reid (Ed) Understanding learning styles in the
second language classroom (p. ix) USA: Prentice Hall Regents
……………… (1995). Preface. In J. Reid (Ed.). Learning styles in the SL/EFL
classroom. New York: Heinle and Heinle Publishers.
Ricki, L. 1996. How To Learn Quickly: an accelerated program for rapid
learning, Naperville : A Citadel Press Book
Simanjuntak, E.G. 1988, Developing Reading skill for EFL Students, Jakarta:
Depdikbud.
Soplsky, B. 1999. Concise Encyclopedia of Educational Linguistics, London:
Elsevier Science.
Steinberg, D.D. 1982, Psycholinguistics. Language, Mind and World, New York:
Longman
Willing, K. 1988. Learning styles in adult immigrant education. Research
Series(Ed. David Nunan). Australia: National Curriculum Research
Center: Adult Migrant Education Program
Bull, Susan and Ma, Yingxin. 2006. Raising Learner Awareness of Language
Learning Strategies in Situation of Limited Resources.
http://iteslj.org/
Clenton, J. 2002. Learning styles and the Japanese. Retrieved on October 15,
2002
from
the
following
World
Web
Site
:
http://www.sussex.ac.uk/langc/skills/LearningStylesJapanese.pdf.
Chamot, Anna Uhl, Dale, Marsha, et al. 2006. Learning and Problem Solving
Strategies of ESL Students. http://www.calla.org
Clouston, Lessard Michael. 2006. Language Learning Strategies: An Overview
for L2 Teacher. http://iteslj.org/Articles/Clouston-Strategies.html
Oxford, Rebecca. 2006. Language Learning Styles and Strategies: Concepts and
Relationship. http://www.bilingualresearch-journal.html
------------------. 2006. Language Learning Strategies:
http://www.cal.org/resources/digest/oxford01.html
An
Update.
Hismanoglu, Murat. 2006. Language Learning Strategies in Foreign Language
Learning and Teaching. http://iteslj.org/Articles/HismanogluStrategies.html
Rigney. 2003. Nationality and Language Learning Strategies of ELT-Major
University Students, Asian EFL Journal. http://www.asiaefl.journal
Rasekh, Zohreh Eslami and Ranjbary, Reza. 2003. Metacognitive Strategy
Training for Vocabulary Learning, TESL-EJ. http://www.tesl-ej.org
Tercanlioglu, Leyla. 2004. Exploring Gender Effect on Adult foreign Language
Learning Strategies. Issues in Educational Research, Vol 14.
http://www.iier.org.au/iier14/tercanlioglu.html
Tabanlioglu, Selime. 2003. The Relationship Between Learning Style and
Language Learning Strategies of Pre-Intermediate EAP Students.
http://www.iier.org.au/iier/tabanlioglu.html
Pei-Shi, Weng. 2012. The Effect of Learning Styles on Learning Strategy Use by
http://
EFL
Learners.
Journal
of
Science.
thescipub.com/pdf/10.3844/jssp.2012.230.234