ENGLISH DEPARTMENT STUDENTS’ PERCEPTION OF THEIR PREFERRED LEARNING STYLES AND ASSESSMENT TECHNIQUES
i
ENGLISH DEPARTMENT STUDENTS’ PERCEPTION OF THEIR PREFERRED LEARNING STYLES AND ASSESSMENT TECHNIQUES
Submitted to English Department In Partial Fulfillment of the Requirement for S. Pd Degree
By:
Sri Wardatul Isnaeni
1201050120
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
2017
SKRIPSI BERJUDUL
ENGLISH DEPARTMENT STUDENTS’ PERCEPTION OF THEIR
Dipersiapkan dan disusun oleh
1201050120 Telah dipertahankan di depan Dewan Penguji pada tanggal 19 Januari 2017 dan dinyatakan telah memenuhi syarat untuk diterima sebagai kelengkapan persyaratan untuk mendapatkan gelar Sarjana Pendidikan Program Studi Pendidikan Bahasa Inggris
Pembimbing
Dr. Furqanul Aziez, M.PdNIP. 19530325 198312 2 001 ……………………
Penguji
1. Aulia Nisa Khusnia, S.S.,M.A
……………………
NIK. 2160505 2.
…………………… Lutfi Istikharoh, M.Pd
NIK. 2160428 3.
…………………… Listiani, M.Pd
NIK. 2160448 Purwokerto, 19 Januari 2017
Universitas Muhammadiyah Purwokerto Fakultas Keguruan dan Ilmu Pendidikan
Dekan
Drs. Pudiyono, M. Hum
NIP. 19560508 198603 1 003
DECLARATION
I certify that this thesis entitled English Department Students’ Perception of Their Preferred Learning styles and Assessment Techniques is definitely my own work.
I am completely responsible for the content of this thesis. Other writer’s opinion of findings included in the thesis are quoted or cited in accordance with ethical
standards.
Purwokerto, 19 Januari 2017 Sri Wardatul Isnaeni
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.First of all, Alhamdulillah, all thanks to Allah SWT who has given blessing, mercy and also strength both physically and spiritually that enable me to accomplish this bachelor thesis entitled: “Perception Learning Strategies of English Department Students of Muhammadiyah University of Purwokerto
”. This thesis is presented to fulfil one of the requirements in accomplishing S-1 Degree in English Education Study Program, Teacher Training and Education Faculty, University of Muhammadiyah Purwokerto. The writer would like to express her great special appreciation to:
1. Drs. H. Syamsuhadi Irsyad, S. H, M. H, the Rector of University of Muhammadiyah Purwokerto
2. Drs. Pudiyono, M.Hum, the Dean of Teacher Training and Education Faculty who has given the permission to write this thesis.
3. Aulia Nisa Khusnia, S. S, M.A, the Head of English Department who has given opportunity and agreement to conduct this study.
4. Dr. Furqanul Aziez M.Pd, for the valuable assistance and inspiration to the completion of this bachelor thesis.
5. All of my lecturers in English Department for inspiring me with their guidance and patience during my study in this university.
6. The first, third, and fifth semester students of Muhammadiyah University of Purwokerto as the respondent who involved in this study.
Finally, the writer believes that this thesis still has weaknesses. Therefore, the writer would welcome any criticism and suggestions from the readers.
Hopefully this thesis will be useful for English education especially for teachers and English Learners.
Wassalamu’alaikum Wr. Wb
Purwokerto, January 2017 Sri Wardatul Isnaeni
DEDICATIONS
This thesis is dedicated to: 1. Allah SWT thank you for all your blessing and mercy.
2. My beloved parents, my mother, Sri Atmini (Alm), thanks for your endless love as long as you live and my father, Sugiyanto, thanks for your endless love, support, prayers, and for everything that you have done for me. Without you I’m nothing.
3. My dearest sister, Sri Khamidah, who always gives me highly motivation to do my thesis, thanks for your prayers and advices.
4. My amazing best friends, Alfi, Yuni, Tari and Ria, who always being there for me throughout the entire SI program. Thank you so much for all the help, support and encouragment to finish my thesis.
5. My lovely “Tinker Bell”; Bani, Mili, Eki, Rizka, Muthia, Mega, Farah, and mba Wiji, who always help me. Thank you for all the memories, support, and encouragement to finish my thesis.
6. My dearest classmates in English Department 2012, especially PBI D, thanks for our great memories for about four years we spent together, you all will be missed.
7. My second family in Griya Astika boarding house, de Resti Susilowati, nisa, Titi, Rina, Tami, Mayang, Fita, Lina, Ayu, Eka, Umi, Aisyah, Febi, and Wiwin. Thanks for your support, prayers, advices, memories, and togetherness.
8. All my friends and family members in somewhere who have prayed for me.
Purwokerto, January 2017 Writer
MOTTO
“Ibunya telah mengandungnya dalam keadaan lemah yang bertambah- tambah, dan menyapihnya dalam dua tahun. Bersyukurlah kepada-Kudan kepada dua orang ibu bapakmu, hanya kepada-Ku lah
kembalimu.”
(QS. Luqman 31:14)
“Jadilah seperti karang di lautan yang kuat dihantam ombak dan
kerjakanlah hal yang bermanfaat untuk diri sendiri dan orang lain,
karena hidup hanyalah sekali. Ingat hanya pada Allah apapun dan di
manapun kita berada kepada Dia- lah tempat meminta dan memohon.”
TABLE OF CONTENTS
TITLE.............................................................................................................. i
APPROVAL.................................................................................................... ii
LEGALIZATION .......................................................................................... iii
DECLARATION OF LETTER .................................................................... iv
APPROVAL OF SCIENTIFIC ARTICLE4 A. PERCEPTION ...................................................................
11 1. Definition of Learning style .......................................
10 C. LEARNING STYLE .........................................................
9 2. Types of Learning ......................................................
9 1. Definition of Learning ................................................
5 B. LEARNING.......................................................................
4 2. Students’ Perception ...................................................
4 1. Definition of Perception .............................................
3 CHAPTER II LITERATURE REVIEW .....................................................
…………………………… ..... v
2 D. Objectives of the Study ......................................................
2 C. Statements of the Problem .................................................
1 B. Reasons for Choosing the Topic ........................................
1 A. Background of the Study ....................................................
……………………………………………………………… .... xvi CHAPTER 1 INTRODUCTION ..................................................................
LIST OF APPENDICES................................................................................ xv
ABSTRACT………………………………………………………… xiv
DECLARATION ............................................................................................ vi
ACKNOWLEDGMENT................................................................................ vii
DEDICATION ................................................................................................ ix
MOTTO .......................................................................................................... x
TABLE OF CONTENT ………………………………………………… ..... xi
LIST OF TABLES……………………………………………………... ...... xiii
LIST OF CHARTS11
2. Learning Style Model .................................................
12 D. ASSESSMENT
1. Definition of Assessment .......................................... 15
2. Types of Assessment ................................................. 17 CHAPTER III RESEARCH METHODOLOGY .......................................
24 A. Method of Research .......................................................
24 B. Place and Time of the Research ......................................
24 C. Subjects of the Research .................................................
25 D. Method for Collecting data ……………………… ........ 25 E. Method of Analyzing Data ..............................................
27 CHAPTER IV RESULT AND DISCUSSION .............................................
29 A. Results .............................................................................
29 B. Discussion .......................................................................
30 CHAPTER V CONCLUSION AND SUGGESTION ...............................
44 A. Conclusion ....................................................................
44 B. Suggestion .....................................................................
44 REFERENCES
APPENDICES
LIST OF TABLES
Table 3.1 Time Schedule of the Research Table 3.2Categories of Students’ Scale
Table 3.3 Categories of Students’ perception scale Table 3.4Indicators of Students’ Questionnaire
Table 4.1
Students’ perception of their learning styles and assessment techniques
Table 4.2
Students’ perception of their preferred learning style