THE EFFECT OF USING VISUAL, AUDITORY, KINESTHETIC (VAK) LEARNING MODEL ON STUDENTS ACHIEVEMENT IN WRITING RECOUNT TEXT.
THE EFFECT OF USING VAK (VISUAL, AUDITORY,
KINESTHETIC) LEARNING MODEL
ON STUDENTS’ ACHIEVEMENT
IN WRITING RECOUNT TEXT
A THESIS
Submitted to the English Department Faculty of Languages and Arts
UNIMED in Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
BY:
HALIMATUN HUSNA RAMBE
Reg. Number : 2101121022
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First and foremost, the writer would like to express thank and praise to
Almighty God, Allah Subhanahu wa Ta’ala for the mercy and guidance in giving
her blessings, health, protection, knowledge and opportunity so that the thesis
could be completed.
In completing this thesis, the writer has worked with a great member of
people. Therefore, the writer would like to express her gratitude and special
thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of State University
of Medan
Dr. Isda Pramuniati, M.Hum, as the Dean Faculty of Languages and
Arts, and all the Vice Deans for their leaderships during the process of
writing this thesis.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department.
Dra. Masitowarni Siregar, M.Ed as the Head of Educational Program of
English Department and her thesis reviewer.
Drs. Zainuddin DIP.TEFL, M.Hum, as her Thesis Consultant for his
kindness, help, advice, critics, attention and precious time during the
completed of this thesis.
Prof. Amrin Saragih, M.A., Ph.D, and Dra. Meisuri, M.A, as her thesis
reviewers.
ii
Elfian Lubis, S.Pd as the Headmaster of SMP N 1 Tg. Morawa and Mam
Bintang as the English Teacher who had helped me during the research in
the school and also for Students in VIII-4 and VIII-5 class.
Then, her most special gratitude expressed to her beloved father and
mother, Pahlawan Rambe and Kholijah Siregar, for their unconditional
and endless love, prayers, kindness, patience, motivation, encouragement,
caring
and support, both emotionally and financially throughout her
degree in order to reach her ambition.
Her classmates DIK Reg A 2010, her class monitor M.Yusuf and
colleagues in English Department Students ’10.
Her closest friends, whose presence helped make the completion of her
graduate work possible, best friends for the past four years, Liza Insyirah,
Anggrayni Dian Novia, Risqa Indina and Anisa, the most reliable friend
one she could have. They are there for her in so many ways.
The last but not the least, Chairul Azmi Hutagalung, who has given
special support, encouragement and motivation.
Medan,
The writer,
Juli 2014
Halimatun Husna Rambe
iii
ABSTRACT
Rambe, Halimatun Husna. Nim 2101121022. “The Effect of Using Visual,
Auditory, Kinesthetic (VAK) Learning Model on Students’ Achievement in
Writing Recount Text”. A Thesis. Faculty of Language and Arts (FBS), State
University of Medan (UNIMED). 2014.
This study deals with the applications of Visual, Auditory, Kinesthetic
(VAK) Learning Model on Students’ Achievement in Writing Recount Text. It
was conducted by using experimental research. The objective of the study was to
find out whether VAK learning model significantly effected the students’
achievement in writing recount text. This study was conducted to 2013/2014 the
eighth grade of SMP N. 1 Tg.Morawa, which consisted of 324 students in nine
classess. The sample was divided into two groups: experimental and control
groups. The instrument used to collect the data was writing test. It was found that
the scores of the students in the experimental group were significantly higher than
the scores of the students in the control group at the level of significance µ = 0.05
with the degree of freedom (df) 70, t-observed value 2.39 > t-table value 1.994. It
means that Visual, Auditory, Kinesthetic (VAK) Learning Model has a significant
effect on students’ achievement in Writing Recount Text
Keyword: VAK Learning Model, Recount Text, Students’ Achievement
i
TABLE OF CONTENTS
ABSTRACT.........................................................................................
ACKNOWLEDGEMENT..................................................................
TABLE OF CONTENTS....................................................................
LIST OF TABLE.................................................................................
LIST OF APPENDICES.....................................................................
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION .......................................................
A. The Background of the Study ...............................................
B. The Problem of the Study ......................................................
C. The Objective of the Study ....................................................
D. The Scope of the Study ..........................................................
E. The Significance of the Study ................................................
1
1
5
5
6
6
CHAPTER II: REVIEW OF LITERATURE ....................................
A. Theoetical Framework.............................................................
1. Students’ Achievement in Writing................................
2. Writing...........................................................................
a. Writing Process.........................................................
b. Roles of the Teacher in Writing................................
c. Kinds of Text............................................................
d. Recount Text............................................................
3. VAK (visual, auditory, kinaesthetic) Learning Model..
a. Visual Learning Style...............................................
b. Auditory Learning Style..........................................
c. Kinesthetic Learning Style.......................................
d. Advantages and Disadvantages of VAK Learning
Model........................................................................
4. Learning Style Quiz......................................................
B. Relevant Study.........................................................................
C. Conceptual Framework............................................................
D. Hypothesis................................................................................
7
7
7
8
9
12
13
15
16
18
19
21
CHAPTER III: RESEARCH METHOD.............................................
A. Research Design.......................................................................
B. Population and Sample.............................................................
1. Population.....................................................................
2. Sample...........................................................................
28
28
28
28
29
iv
23
24
24
26
27
C. The Instrument of Collecting Data..........................................
D. The Assesment of Writing Skill...............................................
E. The Procedures of The Study...................................................
1. Pre-Test................................................................................
2. Treatment.............................................................................
3. Post-Test...............................................................................
F. Validity and Reliability of the test...........................................
G. The Technique for Analyzing Data.........................................
H. The Statistical Hypothesis.......................................................
29
29
32
32
32
34
34
36
36
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDING..
A. Data..........................................................................................
B. Data Analysis............................................................................
C. Research Finding......................................................................
37
37
40
41
CHAPTER V: CONCLUSION AND SUGGESTION.......................
A. Conclusion.................................................................................
B. Suggestion.................................................................................
43
43
43
REFERENCES......................................................................................
45
APPENDICES........................................................................................
48
v
LIST OF TABLES
Table 2.1 The indicators of visual, auditory or kinesthetic learner........
22
Table 3.1 Research Design.....................................................................
28
Table 3.2 The Assessment of Writing Skill...........................................
30
Table 3.3 Rubric Assessment for Writing Recount Text........................
31
Table 3.4 Experimental Group Activity..................................................
32
Table 3.5 Control Group Activity...........................................................
34
Table 4.1 The score of pre test and post test by students
in experimental group………………………………………... 37
Table 4.2 The score of pre test and post test by students in control group 38
vi
LIST OF APPENDICES
APPENDIX A : Learning Style Questionnaire.............................................48
APPENDIX B : Students’ Learning Style in Experimental Class...........
52
APPENDIX C : The Calculation of t-test for Experimental Class..........
53
APPENDIX D : The Calculation of t-test for Control Class..................
55
APPENDIX E : The Calculation of the t-table and t-observed...............
57
APPENDIX F : T-table Distribution.......................................................
59
APPENDIX G : Students’ Evaluation in Treatment................................
60
APPENDIX H : Lesson Plan in Experimental Class...............................
61
APPENDIX I : Lesson Plan in Control Class..........................................
71
APPENDIX J : The Examples of Students’ Answer Sheets....................
79
APPENDIX K : Research Documentation Photo.....................................
81
vii
CHAPTER 1
INTRODUCTION
A.
Background of the Study
English, as an International language, has played its role as a medium of
communication for aspects of life such as in commerce, sport, science, education
and technology. English itself is taught as a foreign language in Indonesia and has
been taught to every level of education.
There are four skills in learning English namely listening, speaking,
reading and writing. Writing is one of English skills that is should be mastered in
language learning. Peoples need to learn writing in English, for occupational or
academic purposes (Harmer, 2004, p. 31). In fact, writing, particularly academic
writing is not easy. It takes study and practice to develop this skill. It is important
to note that writing is a process, not a product. This means that a piece of writing,
is always possible to review and revise, and revise again (Oshima and Hogue,
1999, p. 3).
In the Kurikulum Tingkat Satuan Pendidikan, “Students are expected to be
able to use both in oral and written communication as the basic knowledge for the
further study”. Referring to it, the purpose of writing for the Junior High School is
to encourage the students to write some some kinds of texts in the form of
functional texts (advertisements, brochures, personal letters, announcements and
notice and simple monolog texts are descriptive, recount, narrative, procedure and
report.
1
2
Based on the explanation before, this study focuses on recount text that
must be mastered by students in learning English. Theoretically, according to
Knapp and Watkins (2005:223) recount text has a basic form of sequencing units
of information or a series of events.
In the process of writing, students need to be focus on designing the
strength and weakness on topic, organization, the content, grammatical mistakes,
unity and coherence of the entire paragraph and also the supporting sentences
related to other line to have a good writing. It is clear that writing skill is
important but in fact the teaching of writing is not successful yet. It can be seen
from the learners’ performances in writing and their responses towards writing.
Based on the preliminary observation of Grade VIII-1 of SMP Negri 1
Tg.Morawa and by interviewing the English teacher, from 38 students it is found
that there are 12 students still could not pass the minimum standard competence
(KKM) which is applied by school for English lesson. The score of minimum
standard competence is 75.
The writer found that students are difficult to write texts in English. This
difficulty was caused by some problems.
First, the students spent a great deal of time in copying the examples rather
than expressing their own ideas creatively. It is difficult to students because they
didn’t have any ideas and information, and minim vocabulary. In this kind of
situation, the teacher has important role to assist the students and make the
students motivated and enjoyable to learn by using interesting teaching methods.
3
Second, there are differences of students’ characteristics such as aptitude,
good learner styles, language levels and individual variations. In the context of
language learning, understanding the way students’ learn, especially in their
learning style, is the key to educational improvement, it will lead to the
improvement in the lesson planning, the learning process, and the outcomes
of language learning itself. In relation to that, teachers are suggested to know
how his or her students learn to find teaching method that create fun-learning
activity and suitable for the students.
To get effective classrooms the teaching strategies are needed. However
not all teaching strategies are applicable for writing. According to Beck (2001:56),
as teachers, we have to aware of our students’ learning style preferences, they are
more likely to make an effort to accommodate these differences.
One of the approaches which is able to overcome the complication of
students’ writing achievement is VAK learning model. VAK learning model is an
approach and development from Quantum Learning. This VAK learning model
consist of a combination of motivation, engagement, and cognitive processing
habits, which then influence the use of metacognitve skills such as situation
analysis, self-pacing, and self-evaluation to produce a learning outcome based on
the difference of students’ learning style.
Dunn and Dunn in DePorter (2007:89) suggest that learning styles are
categorized as visual, auditory, and kinesthetic. Visual learners learn visually by
means of charts, graphs, and pictures. Auditory learners learn by listening to
lectures. Kinesthetic learners learn by doing, touching, working and movement.
4
Previous research had been conducted by Sitorus (2012) shown that there
is significant effect of using VAK learning model on students’ achivement in
writing poetry. It is also stated that the students’ achievement who are taught by
using VAK learning model is better than the the students’ achievement who are
thought by using without VAK learning model in SMP Negeri 2 Porsea.
Suhara (2013) conducted a study that investigated the effect of VAK
learning model on students’ achivement of senior high school in SMA Negeri 1
Lawang Kidul in writing descriptive text. She found that mean score of
experimental class is better than the mean score in control class.
Vaishnav (2013) found that there was positive correlation between visual,
auditory and kinesthetic learning styles on students’ academic achievement among
secondary school students from various schools of Nagpur City in Maharashtra
states. Susilawati (2013) also did investigation to find out the correlation between
university students’ learning style and their writing achievement in English
department of Jambi University. She found there was a positive correlation
between learning style and writing achievement.
Ahmed (2012) investigated the effectiveness of using different learning
styles on developing EFL Saudi students’ writing skills. The findings of the study
showed that the perfomance of the experimental group was far better than the
control one in the writing skills.
5
According to Gilakjani (2012), a better knowledge and understanding of
learning styles may become important as classroom sizes increase. Teachers
should accomodate students’ learning style to improve students’ learning results,
increases both motivation and efficiency.
The writer conducted this study based on previous researchers. Yet, this
study was different in the aspect of media and material used. Hopefully, the using
of visual, auditory, kinesthetic (VAK) learning model can be one of effective
learning material than can significantly improve students’ achievement in writing
recount text.
B.
The Problem of the Study
Based on the background of the study, the problem was formulated as the
following: “is there any significant effect of using VAK (visual, auditory and
kinesthetic) learning model on students’ achievement in writing recount text?”
C.
The Objective of the Study
In relation to the problem above, the objective of the study was intended
to derive whether there is a significant effect of using VAK (visual, auditory and
kinesthetic) learning model on students’ achievement in writing recount text.
6
D.
The Scope of the Study
There are many types of writing texts namely narrative, descriptive,
recount, procedure, explanation, discussion, exposition, news item, report,
anecdote, spoof and review. This study focuses on investigating the effect of using
VAK (visual, auditory and kinesthetic) learning model on students’ achievement
in writing recount text.
E.
The Significance of the Study
This research hopefully gives contributions to:
1. English teacher, as a reference to improve the students’ achievement in
writing recount text and give information about responding to students’
learning styles and srategies that plays an important role in the
successfull of learning.
2. Students, to improve their achievement on writing by matching their
own learning style and use appropriate ways to develop their skills by
themselves.
3. Other researchers, who are interested in doing further VAK (Visual,
Auditory, Kinesthetic) Learning Model research to improve students’
writing achievement.
REFERENCES
Ahmed, Dr. Omnia Nabih. 2012. The Effect of Different Learning Styles on
Developing Writing Skills of EFl Saudi Learners. British Journal of Arts
and Social Sciences, Vol. 5 (2), p 1-14.
Arikunto, Suharsimi. 2010. Prosedur Penelitian. Jakarta. Rineka Cipta
Armstrong, Thomas. 1994. Multiple Inteligences in the Classroom. USA.
Association for Supervision and Curriculum Development.
Ary, Donald. et al. 2010. Introduction to Research in Education Eighth Edition.
USA. Wadsworth Cengage Learning
Beck, C.R. 2001. Matching Teaching Strategies to Learning Style Preferences.
Teacher Educator, 37(1), 1-15
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching,
Fourth Edition. New York. Longman Inc.
------------------------. 2004. Language Assessments: Principles and Classroom
Practice. London. Longman Group.
Bryne, D. 2002. Teaching Writing Skills. London. Longman
Coffin, C. et al. 2003. Teaching Academic Writing.London : Routledge
Debora, Marisi. 2010.The Effect of Explicit, Implicit Instructions and Learning
Styles on Students’ Sentence Structure Achievement.Laporan Penelitian.
Unpublished: UNIMED
DePorter, et al. 2000. Quantum Teaching. Mempraktekkan Quantum Learning di
Ruang-ruang kelas. Bandung. Kaifa.
DePorter, et al. 2007. Quantum Learning:Membiasakan Belajar Nyaman dan
Menyenangkan. Terjemahan Alwiyah Abdurrahman. 2007. Bandung. Kaifa
Gardner, H., & Hatch, T. (1993). Multiple intelligences go to school: Educational
implications of the theory of multiple intelligences. New York: Basic Books.
Gerrot, Linda, and Wignell, Peter. 1994. Making Sense of Functional Grammar.
Australia.
Gilakjani, Abbas Pourhossein. 2012. Visual, Auditory, Kinaesthetic Learning
Styles and Their Impacts on English Language Teaching. Journal of Studies
in Education, Vol. 2 (1), p 1-10.
45
46
Harmer, J. 2001. The Practice of English Language Teaching. England: Pearson
Education
Harmer, Jeremy. 2003. The practice of English Language Teaching Third Edition.
Malaysia. Longman Third Impression.
Harmer, Jeremy. 2004. How to Teach Writing. Malaysia: Longman.
Heaton, J. B. 1988. Writing of English Language Test. London: Longman
Hornby, AS. 2000. Oxford Advanced Learner’s Dictionary. Oxford. Oxford
University Press.
Jacobs, H.Zingraf, and Hughey, J. 1983. Testing ESL Composition : A practical
Approach. MA : Newbury House Publishers.
Keefe, J.W.
1979. Learning Style: An Overview Student Learning
Styles:Diagnosing and Prescribing Programs
Knapp, Peter., and Watkins, Megan. 2005. Genre, Text and Grammar. Sidney:
University of New South Wales.
Lauer, M.Janice. et al. 1981. Four worlds of writing. Texas Christian University
Oshima and Hogue. 2003. Writing Academic English Third Edition. Longman
Pardiono. 2007. Pasti bisa! Teaching Genre-Based Writing: Metode Mengajar
Writing Berbasis Genre Effective. Yogyakarta. Andi Press
Raison, G et al. (Australian Education Department) (2004). Writing Resource
Book. Western Australia: Rigby.
Sharma, Kadambari. et al. 2008. Principles and Practices of Language Teaching.
India. Commonwealth Publishers
Sitorus, Fenny Hermina. 2013. Pengaruh Model Pembelajaran VAK (Visual,
Auditori, Kinestetik) Terhadap Kemampuan Menulis Siswa Kelas VIII SMP
Negeri 2 Porsea Tahun Ajaran 2012-2013. Unpublished Thesis. UNIMED.
Suhara, Alfa Mitri. 2013. Keefektifan Model Pembelajaran VAK (Visual, Auditori,
Kinestetik) dalam pembelajaran Menulis Deskriptif Pada Siswa Kelas X
SMA Negeri 1 lawang Kidul. Unpublished Thesis. UPI.
Susilawati, Lyly. 2013. University Students Learning Styles and their Writing
Achivement. Unpublished Thesis. Jambi
47
Vaishnav, Rajshree S. 2013. Learning Style and Academic Achievement of
Secondary School Students. Voice of Research, Vol. 1 (4),p 1- 4.
VAK Learning Styles Self-Assessment Questionnaire.
(www.swinburne.edu.au) Retrieved on January 24th, 2014.
Weigle, Sara Cushing. 2002. Assessing Writing. Cambridge. Cambridge
University Press
KINESTHETIC) LEARNING MODEL
ON STUDENTS’ ACHIEVEMENT
IN WRITING RECOUNT TEXT
A THESIS
Submitted to the English Department Faculty of Languages and Arts
UNIMED in Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
BY:
HALIMATUN HUSNA RAMBE
Reg. Number : 2101121022
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First and foremost, the writer would like to express thank and praise to
Almighty God, Allah Subhanahu wa Ta’ala for the mercy and guidance in giving
her blessings, health, protection, knowledge and opportunity so that the thesis
could be completed.
In completing this thesis, the writer has worked with a great member of
people. Therefore, the writer would like to express her gratitude and special
thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of State University
of Medan
Dr. Isda Pramuniati, M.Hum, as the Dean Faculty of Languages and
Arts, and all the Vice Deans for their leaderships during the process of
writing this thesis.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department.
Dra. Masitowarni Siregar, M.Ed as the Head of Educational Program of
English Department and her thesis reviewer.
Drs. Zainuddin DIP.TEFL, M.Hum, as her Thesis Consultant for his
kindness, help, advice, critics, attention and precious time during the
completed of this thesis.
Prof. Amrin Saragih, M.A., Ph.D, and Dra. Meisuri, M.A, as her thesis
reviewers.
ii
Elfian Lubis, S.Pd as the Headmaster of SMP N 1 Tg. Morawa and Mam
Bintang as the English Teacher who had helped me during the research in
the school and also for Students in VIII-4 and VIII-5 class.
Then, her most special gratitude expressed to her beloved father and
mother, Pahlawan Rambe and Kholijah Siregar, for their unconditional
and endless love, prayers, kindness, patience, motivation, encouragement,
caring
and support, both emotionally and financially throughout her
degree in order to reach her ambition.
Her classmates DIK Reg A 2010, her class monitor M.Yusuf and
colleagues in English Department Students ’10.
Her closest friends, whose presence helped make the completion of her
graduate work possible, best friends for the past four years, Liza Insyirah,
Anggrayni Dian Novia, Risqa Indina and Anisa, the most reliable friend
one she could have. They are there for her in so many ways.
The last but not the least, Chairul Azmi Hutagalung, who has given
special support, encouragement and motivation.
Medan,
The writer,
Juli 2014
Halimatun Husna Rambe
iii
ABSTRACT
Rambe, Halimatun Husna. Nim 2101121022. “The Effect of Using Visual,
Auditory, Kinesthetic (VAK) Learning Model on Students’ Achievement in
Writing Recount Text”. A Thesis. Faculty of Language and Arts (FBS), State
University of Medan (UNIMED). 2014.
This study deals with the applications of Visual, Auditory, Kinesthetic
(VAK) Learning Model on Students’ Achievement in Writing Recount Text. It
was conducted by using experimental research. The objective of the study was to
find out whether VAK learning model significantly effected the students’
achievement in writing recount text. This study was conducted to 2013/2014 the
eighth grade of SMP N. 1 Tg.Morawa, which consisted of 324 students in nine
classess. The sample was divided into two groups: experimental and control
groups. The instrument used to collect the data was writing test. It was found that
the scores of the students in the experimental group were significantly higher than
the scores of the students in the control group at the level of significance µ = 0.05
with the degree of freedom (df) 70, t-observed value 2.39 > t-table value 1.994. It
means that Visual, Auditory, Kinesthetic (VAK) Learning Model has a significant
effect on students’ achievement in Writing Recount Text
Keyword: VAK Learning Model, Recount Text, Students’ Achievement
i
TABLE OF CONTENTS
ABSTRACT.........................................................................................
ACKNOWLEDGEMENT..................................................................
TABLE OF CONTENTS....................................................................
LIST OF TABLE.................................................................................
LIST OF APPENDICES.....................................................................
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION .......................................................
A. The Background of the Study ...............................................
B. The Problem of the Study ......................................................
C. The Objective of the Study ....................................................
D. The Scope of the Study ..........................................................
E. The Significance of the Study ................................................
1
1
5
5
6
6
CHAPTER II: REVIEW OF LITERATURE ....................................
A. Theoetical Framework.............................................................
1. Students’ Achievement in Writing................................
2. Writing...........................................................................
a. Writing Process.........................................................
b. Roles of the Teacher in Writing................................
c. Kinds of Text............................................................
d. Recount Text............................................................
3. VAK (visual, auditory, kinaesthetic) Learning Model..
a. Visual Learning Style...............................................
b. Auditory Learning Style..........................................
c. Kinesthetic Learning Style.......................................
d. Advantages and Disadvantages of VAK Learning
Model........................................................................
4. Learning Style Quiz......................................................
B. Relevant Study.........................................................................
C. Conceptual Framework............................................................
D. Hypothesis................................................................................
7
7
7
8
9
12
13
15
16
18
19
21
CHAPTER III: RESEARCH METHOD.............................................
A. Research Design.......................................................................
B. Population and Sample.............................................................
1. Population.....................................................................
2. Sample...........................................................................
28
28
28
28
29
iv
23
24
24
26
27
C. The Instrument of Collecting Data..........................................
D. The Assesment of Writing Skill...............................................
E. The Procedures of The Study...................................................
1. Pre-Test................................................................................
2. Treatment.............................................................................
3. Post-Test...............................................................................
F. Validity and Reliability of the test...........................................
G. The Technique for Analyzing Data.........................................
H. The Statistical Hypothesis.......................................................
29
29
32
32
32
34
34
36
36
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDING..
A. Data..........................................................................................
B. Data Analysis............................................................................
C. Research Finding......................................................................
37
37
40
41
CHAPTER V: CONCLUSION AND SUGGESTION.......................
A. Conclusion.................................................................................
B. Suggestion.................................................................................
43
43
43
REFERENCES......................................................................................
45
APPENDICES........................................................................................
48
v
LIST OF TABLES
Table 2.1 The indicators of visual, auditory or kinesthetic learner........
22
Table 3.1 Research Design.....................................................................
28
Table 3.2 The Assessment of Writing Skill...........................................
30
Table 3.3 Rubric Assessment for Writing Recount Text........................
31
Table 3.4 Experimental Group Activity..................................................
32
Table 3.5 Control Group Activity...........................................................
34
Table 4.1 The score of pre test and post test by students
in experimental group………………………………………... 37
Table 4.2 The score of pre test and post test by students in control group 38
vi
LIST OF APPENDICES
APPENDIX A : Learning Style Questionnaire.............................................48
APPENDIX B : Students’ Learning Style in Experimental Class...........
52
APPENDIX C : The Calculation of t-test for Experimental Class..........
53
APPENDIX D : The Calculation of t-test for Control Class..................
55
APPENDIX E : The Calculation of the t-table and t-observed...............
57
APPENDIX F : T-table Distribution.......................................................
59
APPENDIX G : Students’ Evaluation in Treatment................................
60
APPENDIX H : Lesson Plan in Experimental Class...............................
61
APPENDIX I : Lesson Plan in Control Class..........................................
71
APPENDIX J : The Examples of Students’ Answer Sheets....................
79
APPENDIX K : Research Documentation Photo.....................................
81
vii
CHAPTER 1
INTRODUCTION
A.
Background of the Study
English, as an International language, has played its role as a medium of
communication for aspects of life such as in commerce, sport, science, education
and technology. English itself is taught as a foreign language in Indonesia and has
been taught to every level of education.
There are four skills in learning English namely listening, speaking,
reading and writing. Writing is one of English skills that is should be mastered in
language learning. Peoples need to learn writing in English, for occupational or
academic purposes (Harmer, 2004, p. 31). In fact, writing, particularly academic
writing is not easy. It takes study and practice to develop this skill. It is important
to note that writing is a process, not a product. This means that a piece of writing,
is always possible to review and revise, and revise again (Oshima and Hogue,
1999, p. 3).
In the Kurikulum Tingkat Satuan Pendidikan, “Students are expected to be
able to use both in oral and written communication as the basic knowledge for the
further study”. Referring to it, the purpose of writing for the Junior High School is
to encourage the students to write some some kinds of texts in the form of
functional texts (advertisements, brochures, personal letters, announcements and
notice and simple monolog texts are descriptive, recount, narrative, procedure and
report.
1
2
Based on the explanation before, this study focuses on recount text that
must be mastered by students in learning English. Theoretically, according to
Knapp and Watkins (2005:223) recount text has a basic form of sequencing units
of information or a series of events.
In the process of writing, students need to be focus on designing the
strength and weakness on topic, organization, the content, grammatical mistakes,
unity and coherence of the entire paragraph and also the supporting sentences
related to other line to have a good writing. It is clear that writing skill is
important but in fact the teaching of writing is not successful yet. It can be seen
from the learners’ performances in writing and their responses towards writing.
Based on the preliminary observation of Grade VIII-1 of SMP Negri 1
Tg.Morawa and by interviewing the English teacher, from 38 students it is found
that there are 12 students still could not pass the minimum standard competence
(KKM) which is applied by school for English lesson. The score of minimum
standard competence is 75.
The writer found that students are difficult to write texts in English. This
difficulty was caused by some problems.
First, the students spent a great deal of time in copying the examples rather
than expressing their own ideas creatively. It is difficult to students because they
didn’t have any ideas and information, and minim vocabulary. In this kind of
situation, the teacher has important role to assist the students and make the
students motivated and enjoyable to learn by using interesting teaching methods.
3
Second, there are differences of students’ characteristics such as aptitude,
good learner styles, language levels and individual variations. In the context of
language learning, understanding the way students’ learn, especially in their
learning style, is the key to educational improvement, it will lead to the
improvement in the lesson planning, the learning process, and the outcomes
of language learning itself. In relation to that, teachers are suggested to know
how his or her students learn to find teaching method that create fun-learning
activity and suitable for the students.
To get effective classrooms the teaching strategies are needed. However
not all teaching strategies are applicable for writing. According to Beck (2001:56),
as teachers, we have to aware of our students’ learning style preferences, they are
more likely to make an effort to accommodate these differences.
One of the approaches which is able to overcome the complication of
students’ writing achievement is VAK learning model. VAK learning model is an
approach and development from Quantum Learning. This VAK learning model
consist of a combination of motivation, engagement, and cognitive processing
habits, which then influence the use of metacognitve skills such as situation
analysis, self-pacing, and self-evaluation to produce a learning outcome based on
the difference of students’ learning style.
Dunn and Dunn in DePorter (2007:89) suggest that learning styles are
categorized as visual, auditory, and kinesthetic. Visual learners learn visually by
means of charts, graphs, and pictures. Auditory learners learn by listening to
lectures. Kinesthetic learners learn by doing, touching, working and movement.
4
Previous research had been conducted by Sitorus (2012) shown that there
is significant effect of using VAK learning model on students’ achivement in
writing poetry. It is also stated that the students’ achievement who are taught by
using VAK learning model is better than the the students’ achievement who are
thought by using without VAK learning model in SMP Negeri 2 Porsea.
Suhara (2013) conducted a study that investigated the effect of VAK
learning model on students’ achivement of senior high school in SMA Negeri 1
Lawang Kidul in writing descriptive text. She found that mean score of
experimental class is better than the mean score in control class.
Vaishnav (2013) found that there was positive correlation between visual,
auditory and kinesthetic learning styles on students’ academic achievement among
secondary school students from various schools of Nagpur City in Maharashtra
states. Susilawati (2013) also did investigation to find out the correlation between
university students’ learning style and their writing achievement in English
department of Jambi University. She found there was a positive correlation
between learning style and writing achievement.
Ahmed (2012) investigated the effectiveness of using different learning
styles on developing EFL Saudi students’ writing skills. The findings of the study
showed that the perfomance of the experimental group was far better than the
control one in the writing skills.
5
According to Gilakjani (2012), a better knowledge and understanding of
learning styles may become important as classroom sizes increase. Teachers
should accomodate students’ learning style to improve students’ learning results,
increases both motivation and efficiency.
The writer conducted this study based on previous researchers. Yet, this
study was different in the aspect of media and material used. Hopefully, the using
of visual, auditory, kinesthetic (VAK) learning model can be one of effective
learning material than can significantly improve students’ achievement in writing
recount text.
B.
The Problem of the Study
Based on the background of the study, the problem was formulated as the
following: “is there any significant effect of using VAK (visual, auditory and
kinesthetic) learning model on students’ achievement in writing recount text?”
C.
The Objective of the Study
In relation to the problem above, the objective of the study was intended
to derive whether there is a significant effect of using VAK (visual, auditory and
kinesthetic) learning model on students’ achievement in writing recount text.
6
D.
The Scope of the Study
There are many types of writing texts namely narrative, descriptive,
recount, procedure, explanation, discussion, exposition, news item, report,
anecdote, spoof and review. This study focuses on investigating the effect of using
VAK (visual, auditory and kinesthetic) learning model on students’ achievement
in writing recount text.
E.
The Significance of the Study
This research hopefully gives contributions to:
1. English teacher, as a reference to improve the students’ achievement in
writing recount text and give information about responding to students’
learning styles and srategies that plays an important role in the
successfull of learning.
2. Students, to improve their achievement on writing by matching their
own learning style and use appropriate ways to develop their skills by
themselves.
3. Other researchers, who are interested in doing further VAK (Visual,
Auditory, Kinesthetic) Learning Model research to improve students’
writing achievement.
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