The Students' learning styles in learning english at SMPN 1 Wonosari / Yayang Rinastalia Madika
| Main Author: | Madika, Yayang Rinastalia |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
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| Subjects: | |
| Online Access: |
http://repository.um.ac.id/10515/ |
Daftar Isi:
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ABSTRACTMadikaYayangRinastalia.2008.TheStudentsLearningStylesinLearningEnglishatSMPN1Wonosari.StudyProgramofEnglishLanguageEducationFacultyofLettersStateUniversityofMalang.AdvisorDr.SuharmantoM.Pd.KeywordsLearningstylesLearningEnglishSMPN1WonosariThesuccessofteaching-learningprocessisnotonlydeterminedbyhowtheteachersteachbutalsomostimportantlyandprincipallyisdeterminedbyhowthestudentslearn.Languagelearningstylesisoneofthemainfactorsthathelpdeterminehowthestudentslearnasecondorforeignlanguage.Howeverthestudentshavedifferentpersonalitiessotheylearninmanywaysorstyles.Moreoverthematchbetweenthestudentslearningstylesandtheteachersteachingstylescanenhanceaneffectiveteaching-learningprocess.Thusitisimportantforteacherstobeawareoftheirstudentslearningstyles.Itisclearthenthatonefactorwhichcanleadtothesuccessofalanguageteaching-learningprocessisthematchbetweenstudentslearningstylesandtheteachingmethodsusedbytheteachers.Duetotheimportanceofknowingthestudentslearningstyleandlimitednumberofstudiesdoneonidentifyingthestudentslearningstyledifferencethisstudyisconducted.ThisstudyinvestigatesthelearningstylespreferencesoftheSMPN1Wonosaristudentsaccordingtotwovariablesgenderandlevelsofthestudywhetherthedifferencesaresignificant.Thestudentslearningstylespreferencestobemeasuredarevisualauditorykinesthetictactilegroupandindividual.Thedesignofthisstudyisprincipallydescriptivequantitative.Adescriptivestudyisaimedatdescribingthecurrentphenomenathatistherealsituationatthetimeofconductingtheresearch.ThisstudyisaReplicationofthepreviousstudiesbyReid(1987).Howeverthisstudyonlyusestwovariablesgenderandlevelsofthestudy.TheothervariablessuchasculturalbackgroundEnglishabilityareomittedbecauseofthehomogeneityofthesubjects.Thereare351studentsatSMPN1Wonosariwhichconsistof180malesand171females.Forapracticalreasonthisstudytakesonlyoneclassofeachgradeasasample.AsaresultVII-AVIII-AandIX-Cclasseswerechosenasthesamplesofthisstudy.VII-Aclassconsistsof38studentswhileVIII-Aclassiscomprised44studentsandIX-Cclasshas37students.Thereforethereare119studentsasthesubjectsofthisstudy.TheinstrumentusedtocollectthedataistheperceptuallearningstylesquestionnairedesignedbyJoyMReidconsistingof30itemsthatthestudentsrateonafive-pointscalefrom4to0.Theseitemsarerandomlyarrangedsetsof5statementsoneachofthesixlearningstylespreferencestobemeasured.TofacilitatethelearnersresponseandtoavoidmisinterpretationthequestionnaireistranslatedintoIndonesianbySari(2001).Forthedataanalysisfirstthewritercollectsdatafromthequestionnairesfromthestudents.Thenthedatafromthequestionnaireisthenclassifiedaccordingtoeachofthestudentsvariables.Thestudentsscoresoneachlearning6styleforeachvariablearethenclassifiedintothreecategoriessetupbyReidmajorminorandnegativelearningstylespreferences.ThentofindthesignificantdifferencesamongthevariablesAnalysisofVariance(ANOVA)wasapplied.ThestudyindicatesthatthestudentsofSMPN1Wonosaripreferredtohavegroupandauditoryastheirmajorlearningstylesvisualkinesthetictactileandindividualastheirminorlearningstylesandtheydonothaveanynegativelearningstyles.Theresultofthestudyalsoshowsthataccordingtogenderfemalesprefergroupandauditoryasmajorlearningandvisualkinesthetictactileandindividualastheirminorlearningstyles.Auditoryandgrouparemalesmajorlearningstylesandtheirminorlearningstylesarevisualkinestheticandtactilewhileindividualistheirnegativelearningstyles.Analysisofvariance(ANOVA)usingSPSSforwindowsofeachstyleshowsthatthereissignificantdifferencesatthe.05levelattheauditorylearningstylesitshowsthatfemalestudentsaremoreauditorythanmalestudents.ThestudentslearningstylespreferencesmeansofthreelevelsofstudyshowsthatthefirstgradersprefergroupvisualandauditoryastheirmajorlearningstylesWhereaskinesthetictactileandindividualaretheirminorlearning.Groupandauditoryarethesecondgradersmajorlearningstylesandvisualkinesthetictactileandindividualastheirminorlearningstyles.Auditoryandgrouparethethirdgradersmajorlearningstylesandtheirminorlearningstylesarevisualkinestheticandtactile.ANOVAfindssignificantdifferenceatthe.05levelattheauditorylearningstyle.Itisfoundthatthefirstgradersarethelessauditorythantheotherlevelswhilethemostauditoryisthesecondgraders.ANOVAalsoshowsthatthereisasignificantdifferenceatthevisuallearningstyleitisfoundthatthefirstgradersarethemostvisualthantheotherlevels.Theresultsalsoshowedthatthefirstgradersarelikelytobesuccessfullearnerssincetheyhavemultiplelearningstylesandtheydonothaveanynegativelearningstylessotheyseemnottohaveanydifficultiesinlearningsincetheycanprocessinformationinwhateverwayitispresented.BasedonthefindingthewritersuggeststhatEnglishteachershelptheirstudentsidentifytheirlearningstylepreferences.ThenIdentificationofthestudentslearningstylesshouldalsobefollowedbyapplyingvariouswaysofteaching.Thewriteralsosuggeststhatthestudentsbeawareortheirlearningstylessotheywillbeawareoftheirstrengthandweakness.Afterthattheycanfindthemostsuitablestrategiesfortheirlearning.ThisschoolisalsoexpectedtodoanyeffortstosupportthestudentsbyprovidingsuchlearningfacilitiessuchastaperecorderandcassettesorothermediasthatcanhelpthestudentslearnEnglishwell.