the students’ english achievement based...

THE STUDENTS’ ENGLISH ACHIEVEMENT BASED ON

THEIR LEARNING STYLES

(An Ex Post Facto at Second-Grade Students SMA Negeri 1 Sepatan Tangerang)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training

in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)

in English Language Education

By:

ENDANG ROHMATULLAH

NIM: 103014027040

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS ’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011




A Skripsi




Approved by the Advisor,

Dr. Didik Santoso M.PdNIP: 150 270 348




JAKARTA

2011




A Skripsi









JAKARTA

2011




A Skripsi









JAKARTA

2011

i

ENDORSEMENT SHEET

The Skripsi entitled, “THE STUDENTS’ ENGLISH ACHIEVEMENTBASED ON THEIR LEARNING STYLES” , written by Endang Rohmatullah,student’s registration 103014027040 was examined in the examination se ssion ofTarbiyah and Teachers Training Faculty, Syarif Hidayatullah State IslamicUniversity Jakarta on Thursday, September 30, 2010. The Skripsi has beenaccepted and declared to have fulfilled one of the requirements for the degree ofS.Pd. in English Language Education in English Education Department.

Jakarta, January 2011

ii

ACKNOWLEDGEMENTS

Praise be upon to Allah SWT: The Lo rd of the Universe, that under H is

blessing and great guidance, the writer co mpletes this Skripsi as one of therequirements of achieving the degree of Sarjana Pendidikan at English EducationDepartment, Tarbiyah and Teacher Training Faculty, Syarif Hidayatullah StateIslamic University Jakarta.

In accomplishing this Skripsi, the writer deservedly would like toacknowledge the writer’s deepest appreciation to the following persons who havehelped and supported the writer to finish this Skripsi:

1. Sanusi AS and Siti Rohmah, for giving the writer strength. Both of them arethe apple of the writer’s eyes; the writer love both of them to a measure that nowords can explain or actions can show. The writer only hopes that the writer’saccomplishments bring both of them to the pleasure that both of them rightfullydeserve and that both of them have worked so hard to earn now and always.

2. Dr. Didik Santoso, M.Pd, as the advisor who has given ideas, suggestions andmany other things which were useful in completing this Skripsi.

3. Drs. Syauki, M.Pd and Neneng Sunengsih S.Pd as the Chief and The Secretaryof Englsih Education Department for the support to the writer.

4. Drs. H. Bahrul Hasibuan, M.Ed. and Nida Husna M.Pd. MA.TESOL as theexaminers team in the Skripsi examination, for the time, contribution ofthoughts and ideas toward the development of this Skripsi.

5. Drs. H. Nasifudin Jalil, M.Pd as the academic advisor who has guided duringthe study in Tarbiyah and Teacher Training Faculty.

6. All of English Education Department lecturers who had taught during the studyin Tarbiyah and Teacher Training Faculty.

7. Mr. Ali Firdaus, S.Kom, Mr. Toto Ardianto, S.Pd, Mr. Damanhuri, S.Pd, Mr.Ade Kurniawan, A.Md, and all of the teachers at SMAN 1 Sepatan for theircare, idea, and share.

Jakarta, January 2011

The Writer

iii

A B S T R A C T

Endang Rohmatullah, 2010, “The Students’ English Achievement based on TheirLearning Styles” (An Ex Post Facto at Second Grade Students SMA Negeri 1Sepatan). English Education Departement, Tarbiyah and Teacher TrainingFaculty, Syarif Hidayatullah State Islamic University.Advisor : Dr. Didik Santoso, M.Pd

This skripsi compared between visual learning style and auditory learningstyle through their achievement in English. Then find out significant difference onthe students’ English learning achievement based on their visual and auditorylearning styles.

The purposes of this research are to compare the student’s Englishachievement with visual learning style and auditory learning style, and then findout the difference between the stu dent’s English achievement with visual learningstyle and auditory learning style.

The writer used ex post facto design for his Skripsi. The research wasconducted on the second grade students of SMAN 1 Sepatan as the population ofthe research, using learning style questionnaire to get the number of sample bothvisual learning style and auditory learning style , the writer used samplingstratified technique; the population is stratified into its subpopulation, withconsidering random number table to get the sample of research. The datacollection is done by observation using learning styles questionaire and collectingthe documentation. T-test is used to compare the difference between the students’visual learning and students’ auditory learning on Englis h achievement.

Based on the research, the writer finds that Standard Error (SE) of visual styleis lower than Standard Error (SE) of variable X; students’ visual style andstudents’ auditory style (SEx = 1. 01) and Standard Error of variable Y; students’English achievement (SEy = 1.41). In addition, SE scores both of variablesinfluence the result of t test score. Whereas t test score is 2.64, the writerconsidering the table of significance (t table) in 5% are 2.048 based on referenceabout degree of freedom in 28. As we know on the previous discussion, the valueof to is 2.64, then, by considering t table 5%, the value of to is bigger than t table(to > tt). Furthermore, there is a significance differentiation between students’visual style and students’ auditory style in English achievement.

Key words : Learning style, visual learning style, auditory learn ing style,students’ English achievement,

iv

TABLE OF CONTENTS

Endorsement Sheet ……………………………….………………………… i

Acknowledgement………………………………………………………… … ii

Abstract……………………………………………………………………… iii

Table of Contents …………………………………………………………… iv

CHAPTER I INTRODUCTION................................................................ 1

A. The Background of Problem …………………………… 1B. The Limitation and the Formulation of Problem ……… 4C. The Significance of Problem……………………………. 4D. The Organization of Writing …………………………… 5

CHAPTER II THEORETICAL FRAMEWORK ……………………….. 6

A. The Understanding of Achievement……………………. 6B. The Understanding of Learning Styles…………………. 9

1. Visual Learning Style ……………………………… 112. Auditory Learning Style ……………………… .…… 13

CHAPTER III RESEARCH METHODOLOGY…………………..……… 15

A. The Objective of the Research……………………...….. 15B. The Place and Time of the Research………..……..……. 15C. The Method of the Research……………………….……. 15D. The Population and Sample……...………………...……. 16E. The Instrumentation……………………..………………. 17F. The Technique of Collecting the Data…………..………. 18G. The Technique of Data Analysis………..………………. 18

CHAPTER IV RESEARCH FINDINGS …………………………………. 20

A. Description of Data …………………………………….. 20B. Analysis of Data………………………………………… 23C. The Interpretation of data ................................................ 26

CHAPTER V CONCLUSION AND SUGGESTION …………………….. 27

A. Conclusion………………………………………………… 27B. Suggestion………………………………………………... 28

BIBLIOGRAPHY…………………………………………………………… 29

APPENDIXES ………………………………………………………………. 32

1

CHAPTER I

INTRODUCTION

A. The Background of Problem

The term learning has different meanings for different people . It is frequently

used and may apply to numerous situations. 1 What is learning? How can we define

learning? How can learning process best be explained? If there are difference

explanations, how do they differ?

To answer all that questions, some experts have taken apart to comment, to

define what learning; H. Douglas Brown defines learning as a relatively permanent

change in a behavioral tendency and is the result of reinforced practice. 2 Meanwhile,

he considered some traditional definitions , learning as acquiring or getting

knowledge by study, experience, or instruction.

Howard L. Kingsley and Ralph Garry stated, “Learning is fundamental process

of life. Every individual learns, and through learning he develops the modes of

behavior by which he lives. All human activities and achievements manifest the

results of learning.”3

________________1 Chris Watkins and Eileen Carnell et al, Effective Learning in Classroom , (London: Paul

Chapman Publishing, 2007), p.102 H. Douglas Brown, Principles of Language Learning and Teaching , (San Francisco: Longman,

2000), 4th edition, p.7.3 Howard L Kingsley and Ralph Garry, The Nature and Condition of Learning , (New Jersey:

Prentice Hall Inc., 1959), 2nd edition, p.3

2

For example, language learning is important for human’s social development.

English, as a language, is such an important part of our means of communication, the

ability to use and understand language will be a significant factor in success in

education.4

English is a tool of communication among peoples of the world to get trade,

social-cultural, science, and technology goals. Moreover, English competence is

important in career development, therefore students need to understand and use

English to improve their confidence to face global competition.

As in Pusat Kurikulum, Balitbang Depdiknas , states English as a formal subject

is given to senior high school level, which has several goals stressing on the students:

The goals of teaching and learning English for this level are improving the irEnglish skills and and giving the opportunities to the students such as:a. Getting specify information, main idea, and the opinion of the speakers .b. Answering the questions, the students are be able to express about several

topics and explore by themselves to defend their opinion.c. Reading quickly to get a general idea (skimming), the students are be able

to find specify information (scanning).d. The students are be able to understand general idea, main idea and the

opinion in reading material.e. The students are be able to organize and correlate the ide clearly,

sequently, and accurately using diction in writing .5

The statement above implied the results of learning can be seen in the

achievement after the students learning in a particular of time. The success in

learning process can be visible from the reached achievement. If the achievement has

fulfilled the targets, the students are success , if the students have not fulfilled the

target yet; it means that they have not yet success.

As we know, students’ learning achievement in SMA can be measured with

doing several test known as daily test, mid test and final test. Thus, students’ learning

achievement can be categorized into three domains; cognitive, affective and

________________4 Steve Bartlett and Diana Burton, Introduction to Education Studie , (Los Angeles: Sage

Publication, 2007) 2nd edition, p.151.5 Pusat Kurikulum, Balitbang Depdiknas , Model Kurikulum SBI , 2007, p. 128

3

psychomotor. Learning achievement obtained by students is the knowledge

(cognitive), affective and skill (psychomotor). Unfortunately, the results of students’

achievement are varieties for each subject. Especially in English subject

achievement.

In SMAN 1 Sepatan, the result of mid test and final test in English subject is

still low and under sixty five of the Standard Minimum in Mastery of Learning . This

score, sixty five of the Standard Minimum of Mastery in Learning, is determined by

considering three criteria such as complexity, students’ intake, and support capability

for indicator of learning, standard competence, and base c ompetence in English

subject. By considering the score of three citeria for each, the teacher determine

Standard Minimum in Mastery of Learning.

The students have learned English from the first-grade of junior high school

until senior high school, but most of them still cannot use Eng lish as tool of

communication. Moreover, its not only happened to the s tudents who have score

below, but also the students who have a good score in junior high school can not use

English in real communication in their level. Besides, their receptive skills are also

below the expectation. This condition is derived from the documentation of English

teacher and students ability using English in their communication in classroom

activities.

There are so many factors influencing English learning achievement . In Self

Access, Susan Shreen stated that individuals clearly differ enormously in their

personality, beliefs and attitudes. Moreover, they differ in their cognitive abilities

and language learning aptitude; some people learn languages more quickly and easily

than others.6

Joy M Reid stated that students learn in many different ways. For example,

some students learn primarily with their eyes, visual learners, or with their ears,

auditory learners, and some students prefer to learn by experience and by practice,

kinesthetic learners.7

________________6 Susan Shreen, Self Access, (Oxford: Oxford University Press, 1989), p.5.7 Joy M. Reid, Understanding Learning Styles in the Second Language Classroom , (New Jersey:

Prentice Hall Regents, 1998), p.162.

4

Learning styles refer to the variations in student’s ability to accumulate as well

as assimilate information. Basically, students’ learning style is the method that best

allows students to gather and use knowledge in a specific manner. Students should

know and be able to do in different subject areas at particular grade levels and

particular of time. To meet these expectati ons, students need to know how to learn as

well as what to learn.8

Based on the explanation above on this skripsi, the writer will discuss the

English learning achievement in comparison with two major of learning styles.

Furthermore, the writer choose “THE STUDENTS’ ENGLISH ACHIEVEMENT

BASED ON THEIR LEARNING STYLES ” (An Ex Post Facto at Second-Grade

Students SMA Negeri 1 Sepatan) as the title of his research.

B. The Limitation and the Formulation of Problem

There are many problems that can be identified, such as performance of

English teacher in classroom activities, students’ interest in learning English, the

atmosphere of school building and infrasturcture. B ut it is impossible to cover all o f

the problem in this research.

The writer only limits on the English learning achievement and learning styles;

visual and auditory of second grade students at SMAN 1 Sepatan Tangerang .

Therefore, based on former discussion, the for mulation of research; Is there any

significant difference on the students’ English learning achievement based on their

visual and auditory learning styles? .

C. The Significance of Problem

The significance of the study will be established on the basis of the anticipated

outcomes, which may be in the form of products or processes. The outcomes of

students’ learning style; visual and auditory through English achievement will

influence the teachers’ method in teaching learning process.

________________8 Anna U Chamot, The Learning Strategies , (New York:Longman, 1999), p. 3.

5

As the result in this research, regardless of outcomes, it will improve or change

the perspective way in teaching learning in classroom and this can be a significance

contribution.

D. The Organization of Writing

This Skripsi consists of five chapters. Each chapter has some sub -chapter. The

discussion of the introduction of this Skripsi will be found in chapter one which also

contains the background of problem, the limitation and the formulation of problem,

the significance of problem, and the organization of writing.

Chapter two focus on the discussion of theoretical framework. This ch apter

deals with the understanding of achievement, the understanding of l earning styles

which is discuss two major learning style i.e. , visual learning style and auditory

learning style.

Chapter three explains research methodology. It involves the objective of the

research, the place and time of the research, the method of the research, the

population and the sample, the instrumentation which is divided into explanation of

two variables of research, the technique of collecting the data, and the technique of

data analysis.

Chapter four explains about research findings and discussion, which is consists

description of data, analysis of data and the interpretation of data.

The last but not least, chapter five, it involves conclusion and suggestion.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. The Understanding of Achievement

Yet there are many definitions of learning achievement and much disagreement

over its precise nature. These differences in theory and practice of achievement are

apparent in the various aspects the writer gives in this skripsi.

Several expert gives definition about achievement such as Norman stated that

achievement is what pupil has learned. 1 It means that students need a long process in

learning to achieve what they have done and learnt in those processes, neither in

result process nor in score process.

Meanwhile, M. Chabib Thoha quoted Stanley and Hopkins that achievement is

the extents to which a person has achieved something acquired certain information or

mastered certain skills, usually as a result of specific instruction .2 As we know that,

students in learning both result and score process, not only acquired knowledge, and

mastered skill, but also students applied their understanding in attitude form.

According to concepts above, achievement can briefly defined as what students

able to do in specific skill or certain lesson they have followed in the class for several

times.

________________1 G.E. Norman, Measurement and Evaluation in Teaching , (New York: Mc. Millan Publishing,

Co., inc, 1976) p. 303.2M. Chabib Thoha, Teknik Evaluasi Pendidikan , (Jakarta:Raja Grafindo Persada,1996) p.44.

7

At most grade levels, achievement test are the most commonly used procedure

for gathering formal evidence about students learning. These tests may be developed

by teacher, text book publisher, or standard test publisher. Every kind of learning

activity would produce a special change, namely learning outcome. This is shown in

an achievement given by the students, such as calling the score in alphabet

consecutively.3 In Wikipedia Encyclopedia, the definition of learning achievemen t is

knowledge that you get from studyin g which has done successfully, especially using

your own effort and skill.4

In line with the quotation above, in Teachers, Schools, And Societies , Myra

Pollack Sadker and David Miller Sadker stated, “learning achievement is students’

actions that they have disciplined minds and adhere to traditional morals and

behavior. It can be shown from their competency in academic subjects and traditional

skill while they are demonstrating through tests and writings.” 5 From the statement

above, the writer concluded that students’ competence in academic can be shown

when they perform in several tests and have great value both mind and moral.

Meanwhile, Sally Wehmeier et al in Oxford Advance Learner’s Dictionary

define that learning achievement is a thing that somebody has done successfully,

especially using their own effort and skill. 6 It can be inferred that a thing and

somebody based on the statement above stressed in learning for a thing and students

for somebody.

Julian C Stanley in Measurement in Today’s School claimed that achievement in

education means the result of the test designed to determine a students’ m astery of a

given academic area.7 We can determine students’ learning in their score which is

indicated the achievement of academic ar ea in education scope.

In line with the statement above, Oemar Hamalik in Metode Belajar dan

Kesulitan Belajar stated that learning achievement is new behavior or skill caused by________________

3 Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications ,sixth edition, (New York: Mc Graw Hill, 2008), p.145.

4http//:www.wikipedia.com./free encyclopedia.htm5Myra Pollack S and David Miller S, Teachers, Schools, and Societies , ( New York: Mc Graw

Hill, 2005), p.330.6Sally Wehmeier (eds), Oxford Advance Learner’s Dictionary, (New York: Oxford University

Press, 2005), 7th edition, p. 12.7Julian C Stanley, Measurement in Today’s School , (New Jersey: Prentice Hall Inc , 1964), p.16.

www.wikipedia.com

8

the experience or the practice.8 There is a change in students’ behave and thought

through learning and acquiring the achievement in positive way and negative way.

Based on the definition above, learning achievement is the advantage of students’

knowledge through teaching learning proce ss by studying and practicing, and the

result can be shown through some assessment test.

The successfulness in learning process can be visible from the reached

achievement. If the achievement has fulfilled the targets, which have been

determined previously, it can be told that the students are successful. Contrary to the

fact, if the students have not fulfilled the target yet, it means that they have not yet

success.

Thus, students’ learning achievement can be categorized into three domains;

cognitive, affective and psychomotor. Learning achievement obtained by students is

the knowledge (cognitive) and skill (psychomotor). Knowledge or cognitive, as

defined here, involves the recall of specifics and universal, the r ecall of methods and

processes.9

Furthermore, Carl E Pitts divines this knowledge into three mains, as follows:

1. Knowledge of specifics; the emphasis is on symbols with concretereferents.a. Knowledge of terminology; knowledge of the referents for specifics

symbols such as verbal and non verbal.b. Knowledge of facts; may include very precise and specific information

and specific information such as dates, events, persons places, etc.2. Knowledge of ways and means; the ways of organizing, studying, judging,

and critizing.a. Knowledge of conventions ; characteristics ways of treating and

presenting ideas and phenomena.b. Knowledge of trends and sequences; knowledge of the process,

directions and movements of phenomena with respect to time.c. Knowledge of classification and categorizes; knowledge of classes, sets,

and divisions and arrangements.d. Knowledge of criteria; criteria by which facts, principles, opi nions, and

conduct are tested and judges.3. Knowledge of the universal; knowledge of the major schemes and patterns

in the large structure.

________________8Oemar Hamalik, Metode Belajar dan Kesulitan Belajar , (Bandung:Torsito,1983), p.21.9 Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications ,

sixth edition, (New York: Mc Graw Hill, 2008), p.67

9

a. Knowledge of principles and generalizations; summarize observation ofphenomena such as explaining, describing, predicting or determining.

b. Knowledge of theories and structure; knowledge of the body andgeneralizations together with their interrelations which present a clear,rounded and systematic view of phenomena. 10

The cognitive domain includes intellectual activities such as memorizing,

interpreting, applying, problem solving, reasoning, analyzing, and thinking critically.

Table 2.1Taxonomy Level in Cognitive Domain 11

Taxonomy Level Related Verb General Description

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Remember, Recall, Identify,

Recognize

Translate, Rephrase, Restate, Interpret,

Describe, Explain

Apply, Execute, Solve, Implement

Break Down, categorize, distinguish,

Compare

Intergrate, Organize, Relate, Combine,

Construct, Design.

Judge, Assesses, Value, Appraise

Memorizing the fact

Explaining in one’s own

words

Solving New Problem

Breaking into Parts and

Identifying Relationship

Combining Elements into a

Whole

Judging Quality or Worth

Skill or abilities refers to organized modes of operation and generalized

techniques for dealing with materials and problems. 12 The Psychomotor domain

includes physical and manipulate activities. Holding a pen cil, using a mouse,

keeyboarding, building a bookcase, are examples of activities that involves

psychomotor behaviours. 13

________________10Carl E Pitts, Introduction to Educational Psychology , (New York: United States International

University, 1834) p. 158.11 Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications ,

sixth edition, (New York: Mc Graw Hill, 2008), p. 68.12 Carl E Pitts, Introduction to Educational Psychology, (New York: United States International

University, 1834) p. 16113 Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications ,


10

The affective domain involves feeling, attitude, interest, preferrences, and

emotion. Altough affective behaviours are rarely assessed formally in schools and

classrooms teachers especially when sizing up students. 14

Students’ knowledge and students’ skill can be measured based on their

achievement of learning by doing the test. Therefore, in order to motivate and to

guide the students to get good learning achievement especially in learning English

they need to know how to learn as well as what to learn. In short word, They can be

influenced by many factors and one of the factor i s the way students initially receive

information during lesson in class, in this area the writer called it with learning

styles.

The score may be taken from the average of daily test score, mid -test score, and

final-test score of students learning result. There is alternative format of students’

learning achievement of measurement after Teaching Learning Process; they are

number scale of score from 0 to 100. Minimum Target of A chievement in English

subject is 65 after considering the indicator of learning, base competence and

standard competence, it means that students get their achievement more than half

well. And the students’ learning achievement in this skripsi is final test result of

Second Grade Students in the fourth semester at SMA Negeri 1 Sepatan.

So, the achievement in this area is the score of final test of English that was

obtained by the students who had followed in teaching learning process for several

times in SMAN 1 Sepatan Tangerang.

B. The Understanding of Learning Style

Each of students has preferred ways of learning, approaches that work best for

students. And their success is not just dependent on how well they learn, but on how

they learn.

In this case, Andrias Harefa in Menjadi Manusia Pembelajar stated that learning

is how to think for acquiring the knowledge, learning to do for character building,

and learning to be for become the real human being.

________________14 Peter W Airasian and Michael K Russel, Classroom Assessment – Concepts and Applications ,


11

Three major stated above are the most important thing for students to mastery the

learning process in a particular time and obtained the ac hievement. But the main

problem in this condition is each student has their own way to obtain the

achievement based on three major in learning process.

Susan Sheerin, in Self Access, stated that students clearly differ enormously in

their personality, beliefs and attitudes. Moreover, they differ in their cognitive

abilities and language learning aptitude; some people learn languages more quickly

and easily than others.15

Different types of individuals in learning, in this case, Joy M Reid stated as

learning styles. Students learn in many different ways. For example, some students

learn primarily with their eyes, visual learners, or with their ears, auditory learners,

and some students prefer to learn by experience and by practice, kinesthetic

learners.16

Learning styles are various approaches or ways of learning. They involve

educating methods, particular to an individual , in this case as a students , which are

presumed to allow that students to learn best. It is commonly believed that most

students favor some particular method of interacting with, taking in, and processing

stimuli or information of the knowledge.

The writer tries to cover of learning style into two widely discussed sets of

learning styles. Following are two of the most widely discussed learning styles are

visual learning style and audi tory learning style.

1. Visual Learning Style

In simple definition visual means connected with seeing or sight. Visual

learners are those who learn things best through seeing them. Visual learning

students like to keep an eye on the teacher by sitting in the front of the class and

________________15 Susan Shreen, Self Access, (Oxford: Oxford University Press, 1989), p.5.16 Joy M. Reid, Understanding Learning Styles in the Second Language Classroom , (New Jersey:

Prentice Hall Regents, 1998), p.162.

12

watching the lecture closely. Often, visual learners will find that information

when it is explained with the aid of a chart or picture. 17

Melissa Kelly, one of the psychologists, argues that a typical visual

learner uses visualization techniques to remember things. They often have a good

sense of direction because they visualize maps and directions in their mind. Many

prefer to read information in a textbook or on the whiteboard rather than lis ten to

the teacher lecture. They also enjoy doodling and drawing. 18

Hayadin was encountering Melissa’s statement in Peta Masa Depan, he said,

“gaya belajar visual sebagai suatu kecenderungan memproses informasi melalui

mata atau indera penglihatan. Mereka belajar dengan cara melihat.” ( Visual

learning style is tendency in processing the information through eyes or sight

sense. They learn and gain the information using their vision). 19

But how the visual learners receive the information of from their sense

organs, using their sight to receive the knowledge ? Margaret E. Bell give solve to

answer this problem. She said that visual learner in receiving and processing the

knowledge was dominated by their brain or system nerve neither left brain

system nor right brain system.20

Moreover, they pleasure to gain and to retain the knowledge and information

through general picture. Visual learners feel comfort with the explanation using

visualization, imagination, art and intuitions.21

In classroom, visual learners can be identified by their attitude in receiving

and processing the knowledge. Their behavior or attitude is the best characteristic

in classroom in doing learning and teaching process. 22

________________17 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , ( New York: Mc Graw

Hill, 2005), p.37.18 http://712educators.about.com/od/learningstyles/p/visual_learner.htm19 Hayadin, Peta Masa Depanku , (Jakarta:PT. Elsas, 2005), p. 22420 Margaret E Bell, Belajar dan Membelajarkan , (Jakarta: Raja Grafindo Persada, 1994), p.238.21 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , ( New York: Mc Graw

Hill, 2005), p.37.22 Joy M. Reid, Understanding Learning Styles in the Second Language Classroom , (New Jersey:

Prentice Hall Regents, 1998), p.16 3

http://712educators.about.com/od/learningstyles/p/visual_learner.htm

13

Bobby De Porter and Mike Hernacki were covering the characteristics below

for visual learner:

1. Tidy and order.2. Talkative3. Good planner and manager4. Detail and Attentive5. Good performing in appearance and presentation6. Good speller7. Remember what they see8. Memorizing using their visual association9. Not disturbed by noisy10. Bad in memorizing verbal instruction11. reading speed and diligent12. Learn better by reading than listen to someone.13. Need whole vision and objective14. Taking notes during in phone call.15. Forgetting to send the verbal message to others16. Giving short answer for each question.17. Prefer doing demonstration than speech.18. Prefer art than music.23

In conclusion, visual learning style is students’ preferences in how they use

their abilities of acquiring, using and thinking about knowledge on visual sense.

2. Auditory Learning Style

What is auditory learning style? How can we define auditory learning style?

How can auditory learners receive and process the knowledge in teaching

learning process? To answer all these questions, the writer tries to discuss in this

sub chapter.

Oxford Advance Learner’s Dictionary defines auditory means connected

with hearing.24

Auditory learning is a learning style in which a person learns through

listening. They may struggle to understand a chapter they've read, but then

________________23Bobby De Porter and Mike Hernacki, Quantum Learning – Membiasakan Belajar Nyaman dan

Menyenangkan, (Bandung: Kaifia, 2000)Trans Mizan Team, 7 th Ed, p.116.24 Sally Wehmeier (eds), Oxford Advance Learner’s Dictionary , (New York: Oxford University

Press, 2005), 7th edition, p.86.

14

experience a full understanding as they listen to the class lecture. An auditory

learner may benefit by using the speech recogn ition tool.25

Auditory learners may have a knack for ascertaining the true meaning of

someone's words by listening to audible signals like changes in tone. When

memorizing a phone number, an auditory learner will say it out loud and then

remember how it sounded to recall it.

Auditory learners must be able to hear what is being said in order to

understand and may have difficulty with instructions that are written. They also

use their listening and repeating skills to sort through the information that is sent

to them.

For many of us, auditory learning style preferences result from the kind of

processing their brain to receive and to process the knowledge. There is a proverb

said that to be fond of learning is to be near the knowledge. But to be near the

knowledge, auditory learner involves in teaching learning process through their

sense of hearing and their brain.26

For instance, auditory learner in receiving and processing the knowledge was

using not only their sense of hearing but also their right brain. right brain process

for auditory learner is tends to concentrate more on the processing of information

in nonverbal domains, such as the understanding of spatial relationships,

recognition of patterns and drawings, music and emotional expression.

Consequently, students who naturally tend toward right brain process might

prefer auditory learning style. 27

Statement above was emphasized by the auditory learners’ characteristic such

as read to their self out loud, not be afraid to speak in class, enjoy music, be good

at grammar and foreign language, follow spoken directions well, h ave trouble

keeping quiet for long periods , enjoy acting being on stage.28

________________25 http://en.wikipedia.org/wiki/Auditory_learning26 Susan Shreen, Self Access, (Oxford: Oxford University Press, 1989), p. 6.27 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , ( New York: Mc Graw

Hill, 2005), p.3728 Myra Pollack S and David Miller S, Teachers, Schools, and Societies , ( New York: Mc Graw

Hill, 2005), p.38

http://en.wikipedia.org/wiki/Auditory_learning

15

CHAPTER III

RESEARCH METHODOLOGY

A. The Objective of the Research

In doing this research, the writer tries to have the objectives reason to be

used, it can be seen as follows:

1. To figure out the students’ learning styles and its’ differentiation on English

achievement.

2. To compare the difference on the students’ English achievement based on

their visual and auditory learning styles.

3. To know what to extent students’ learning style contribution to the English

Achievement.

B. The Place and Time of the Research

This Skripsi was conducted at SMA Negeri 1 Sepatan that is located on

Jalan KH. Hasyim Asyhari Km.1 Sepatan Tangerang D istrict. The research was

done on May 5 to June, 5 2010.

C. The Method of the Research

In doing this research, the writer used an ex post facto method through

comparison technique. From this research, the writer figure s out the data by using

variables of the research. The independent variable of the research is students’

16

learning styles as X variable and the dependent variable of the research is

students’ English achievement as Y variable.

D. The Population and Sample

In this Skripsi, the writer took the population of the second grade stu dents

SMA N 1 Sepatan Tangerang 2009/2010 academic years includes four classes of

Social Science Program and three classes of Natural Science Program .

Table 3.1Numbers of Students at Second Grade SMA Negeri 1 Sepatan 2009/2010

Academic Years

CLASSSTUDENTS

MEN WOMEN TOTAL

XI S 1 17 22 39

XI S2 20 20 40

XI S3 18 21 39

XI S4 16 21 37

XI A1 15 24 39

XI A2 12 27 39

XI A3 15 23 38

TOTAL 113 158 271

Source: TU SMA NEGERI 1 Sepatan.

From the population above, the writer, then, chose 30 students from whole

class by using sampling stratified technique; the population is stratified into its

subpopulation, with considering random number table to get the sample of

research (see appendix).

The steps to select the sample are arranged as fo llow:

1. Analyzing the questionnaire to determine the learning styles. Then make

strata of each style.

2. Grouping the strata of style into two parts; auditory learning style and

visual learning style.

17

3. Chosen sample for each strata or group was done by using Random

Number Table.

E. The Instrumentation

The instrument of research was used by the writer in collecting data is a

questionnaire which is formulated and designed based on the indicators of the

variables.

The writer quotes the questionnaire from Joy M Reid in Understanding

Learning Styles in the Second Language Classroom . The questionnaire consists

30 items in the Likert Scale Form; a scale with a number of points or spaces,

usually at least three but no more than seven (see appendixes).

The illustration of questionnaire can be seen as follows:

1. Students’ Learning Style

a. conceptual definition

Learning style is students’ preferences in how they use their abilities of

acquiring, using and thinking about knowledge.

b. operational definition

Learning styles is the scores that the samples obtained after they

answered questionnaire items about learning styles, for following

indicators; Audio Learning Style and Visual Learning Style.

Each statement of questionnaire has four options and different point of

each option; strongly agree has four points, agree has three points, disagree

has two points, strongly disagree has one points by considering likert scale

of questionnaire (see appendixes).

c. Specification of instrument

The instrument consists of 30 items about students’ learning styles that

contains two major indicators, as shown in the following table :

18

Table 3.2Learning Styles Questionnaire Key Number

Number Indicator Total Key Number

1 Audio Learning Style 151, 6, 7, 8, 10, 15, 16, 18,

20, 21, 22, 25, 26, 27, 30

2 Visual Learning Style 152, 3, 4, 5, 9, 11, 12, 13,

14, 17, 19, 23, 24, 28, 29

Total Items 30

2. English Achievement

a. conceptual definition

English achievement is the scores that students obtained in learning

English after they have followed Teaching and Learning Process in

particular time.

b. operational definition

English achievement is the competence involves knowledge, attitude

and psychomotor skill that students obtained after they followed Teaching

and Learning Process in particul ar of time and the writer used the

document score the result of final test of fourth semester 2009/2010

academic years.

F. The Technique of Collecting the Data

The first step in doing the research to collect the data, the writer distributed a

students’ learning styles questionnaire to the respondent s. Then, the writer used

the document score the result of final test of fourth semester 2009/2010 academic

years.

G. The Technique of Data Analysis

In analyzing the data, the writer used the comparison technique; by using

t- test formula to make comparison between auditory and visual based on English

achievement which is sample uncorrelated each other. The sample of the research

19

is derived from the population of research, includes auditory learning style and

visual learning style by selecting them using random number table. Then make

comparison in English achievement both learning styles using t - test formula as

follows:

SEMM

tMyMx

yx

o

to: Comparison coefficient of variable x and variable y

M x: Mean Score of variable x

M y: Mean Score of variable y

SE MyMx: Standard error of mean variable x and variable y

20

CHAPTER IV

RESEARCH FINDING

A. Description of Data

The writer conducted a research about two major student learning styles and

the comparison with both of it on their achievement in English, and analyzed the

data of research in order to figure out between two variables on the research;

visual learning style and auditory learning style.

To know the result of students’ learning styles, the writer doing research by

giving questionnaire to the respondents. Meanwhile, the result of the students’

English achievement, the writer use document of final test score in the fourth

semester 2009/2010 academic year.

The result of students’ learning style; visual learning style and auditory

learning style through their English achievement will be explained as follows:

The writer giving students’ learning styles questionaire to 271 populations of

research, then analizing the result of questionaire to determine students’ learning

styles. After calculating the result of questionaire is gained 140 students in

auditory style and 131 students in visual styles. Furthermore, students’ learning

styles in auditory and visual could be seen in appendix.

Then the samples are chosen by using sampling stratified technique in random

numbers table by considering the whole population in 140 students in auditory

style and 131 students in visual style. After considering the table random

21

numbers, 30 samples is gotten between auditory learning style and visual learning

style.

Table 4.1

Score of Auditory Learning Style and Visual Learning Style

NO NAME OF SAMPLES SCORE

X

01 STUDENT 1 82

02 STUDENT 2 76

03 STUDENT 3 79

04 STUDENT 4 77

05 STUDENT 5 70

06 STUDENT 6 74

07 STUDENT 7 86

08 STUDENT 8 82

09 STUDENT 9 71

10 STUDENT 10 79

11 STUDENT 11 85

12 STUDENT 12 80

13 STUDENT 13 83

14 STUDENT 14 79

15 STUDENT 15 75

16 STUDENT 16 75

17 STUDENT 17 88

18 STUDENT 18 76

19 STUDENT 19 81

20 STUDENT 20 71

21 STUDENT 21 69

22 STUDENT 22 69

23 STUDENT 23 81

24 STUDENT 24 84

25 STUDENT 25 79

26 STUDENT 26 77

27 STUDENT 27 88

28 STUDENT 28 78

29 STUDENT 29 88

30 STUDENT 30 74

TOTAL 2356

22

To find how English achievement in both styles is and how the difference

between both styles is, the writer analyzed the documentation of final test scores.

Table 4.2

Score of English Final Test

NO NAME OF SAMPLES SCORE

Y

1 STUDENT 1 68

2 STUDENT 2 67

3 STUDENT 3 85

4 STUDENT 4 68

5 STUDENT 5 65

6 STUDENT 6 68

7 STUDENT 7 75

8 STUDENT 8 73

9 STUDENT 9 69

10 STUDENT 10 90

11 STUDENT 11 75

12 STUDENT 12 65

13 STUDENT 13 73

14 STUDENT 14 69

15 STUDENT 15 69

16 STUDENT 16 65

17 STUDENT 17 88

18 STUDENT 18 90

19 STUDENT 19 75

20 STUDENT 20 83

21 STUDENT 21 78

22 STUDENT 22 78

23 STUDENT 23 68

24 STUDENT 24 85

25 STUDENT 25 68

26 STUDENT 26 75

27 STUDENT 27 72

28 STUDENT 28 70

29 STUDENT 29 78

30 STUDENT 30 65

TOTAL 2217

23

B. The Analysis of Data

The next step after scoring each variable; students’ visual learning style and

students’ auditory learning style, and English achievement both students’ learning

style, the writer calculate the data to be analyzed using t-test formula.

To gain the formula of the data using comparison index of t-test, the writer

was formulating the table first by considering following steps:

Table 4.3

Computation of the Mean, Standard Deviation and Standard Error

Score MX MY x y X

2 y

2

X Y

82 68 78,5 73,9 3,5 -5,9 12,02 34,81

76 67 78,5 73,9 -2,5 -6,9 6,42 47,61

79 85 78,5 73,9 0,5 11,1 0,22 123,21

77 68 78,5 73,9 -1,5 -5,9 2,35 34,81

70 65 78,5 73,9 -8,5 -8,9 72,82 79,21

74 68 78,5 73,9 -4,5 -5,9 20,55 34,81

86 75 78,5 73,9 7,5 1,1 55,75 1,21

82 73 78,5 73,9 3,5 -0,9 12,02 0,81

71 69 78,5 73,9 -7,5 -4,9 56,75 24,01

79 90 78,5 73,9 0,5 16,1 0,22 259,21

85 75 78,5 73,9 6,5 1,1 41,82 1,21

80 65 78,5 73,9 1,5 -8,9 2,15 79,21

83 73 78,5 73,9 4,5 -0,9 19,95 0,81

79 69 78,5 73,9 0,5 -4,9 0,22 24,01

75 69 78,5 73,9 -3,5 -4,9 12,48 24,01

75 65 78,5 73,9 -3,5 -8,9 12,48 79,21

88 88 78,5 73,9 9,5 14,1 89,62 198,81

76 90 78,5 73,9 -2,5 16,1 6,42 259,21

81 75 78,5 73,9 2,5 1,1 6,08 1,21

71 83 78,5 73,9 -7,5 9,1 56,75 82,81

69 78 78,5 73,9 -9,5 4,1 90,88 16,81

69 78 78,5 73,9 -9,5 4,1 90,88 16,81

81 68 78,5 73,9 2,5 -5,9 6,08 34,81

84 85 78,5 73,9 5,5 11,1 29,88 123,21

24

79 68 78,5 73,9 0,5 -5,9 0,22 34,81

77 75 78,5 73,9 -1,5 1,1 2,35 1,21

88 72 78,5 73,9 9,5 -1,9 89,62 3,61

78 70 78,5 73,9 -0,5 -3,9 0,28 15,21

88 78 78,5 73,9 9,5 4,1 89,62 16,81

74 65 78,5 73,9 -4,5 -8,9 20,55 79,21

2356 2217 78,5 73,9 0,0 0,0 907 1733

ΣX ΣY ΣX/N ΣY/N Σx Σy Σx2 Σy

2

From the table above we can get several formulas to input in gaining the next

formula such as ΣX is 2356, ΣY is 2217, Σx2 is 907, and Σy

2 is 1733.

Determining Standard Deviation variable X and Variable Y using following

formula:

Standard Deviation variable X:

Standard Deviation variable Y:

25

Then, the next step to gain the Standard Error both variables, the writer use

formula SEx and SEy as follow:

Standard Error variable X:

Standard Error variable Y:

Furthermore, the next step is determining formula of differentiation between

SEx and SEy using formula as follow:

26

To analyze how the difference between auditory style and visual style in

English achievement is, either there is a significant difference or not, researcher

using t-test method. The calculating of t-test is as follow:

C. The Interpretation of Data

From the result of the calculation, indicates that the value of to is 2.64 and the

value degree of freedom as follow:

By considering the table of significance in appendix, the value of 28 df in 5%

scale is 2.048. As we know on the previous discussion, the value of to is 2.64, then,

by considering t table 5%, the value of tratio is bigger than ttable, that is tratio = 2.64

> ttable = 2.048, it shows that there is a significant differentiation between students’

visual learning style and Students’ auditory learning style in English learning

achievement.

27

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

In this skripsi, the writer has outlined how visual learner and auditory learner

based on their English achievement. Each of students has preferences in how they

use their abilities of acquiring, using and thinking about knowledge in English

achievement. The writer finds that English achievement in visual learner is lower

than English achievement in audio learner. It can be seen on the result of

classification their learning styles for English achievement by using table of

random in determining visual learner and auditory learner as a sample of the

research, score of English achievement in visual learner is 949 and score of

English achievement in auditory learner is 1268.

After analyzing the data by using t -test at the level of significance () 0.05, is

got to is bigger than tt, that is to = 2.64 > tt = 2.048, it shows that there is a

significant difference between visual learner and auditory learner based on

English achievement.

It can be concluded that students’ auditory learning style and students’

visual learning style could give great contribution through English achievement,

by considering intelligence, emotion, environment, the teacher, healthy, school

building in which influence students’ achievement in English .

28

B. SUGGESTION

This research describes English achievement in visual learner and auditory

learner. Based on the result of this research, the writer has the recommendation as

follows:

1. In teaching learning process, teacher should have considered for the materials,

assignments, and another activity, which is appropriate with the students’

ability.

2. Using learning tool kits, such as media, slide presentation, pi cture, is better

implemented in visual learner because teacher will be easier in managing the

class and contribute visual learner’s needs. Meanwhile, auditory learner would

be easier involve in teaching learning process when the teacher using sounds

recorder such as tape, radio, etc.

3. Visual learner and auditory learner have a great contribution on English

achievement, when the teacher considered their needs in teaching learning

process. Although it is hard to make decision who is visual learner and

auditory learner in classroom.

29

BIBLIOGRAPHY

Airasian, Peter W and Michael K Russel, Classroom Assessment-Concepts andApplications, 6th Edition, New York: Mc Graw Hill, 2008.

Bartlett, Steve and Diana Burton, Introduction to Education Studies , 2nd edition,Los Angeles: Sage Publication, 2007.

Boyce, B Ann, Improving Your Teaching Skills -A Guide for Students Teachersand Practitioners, New York: Mc Graw Hill,2003.

Brown, H. Douglas, H. Bryan James, Principles of language Learning Teaching ,4th edition, San Francisco State University: Longman, 2000.

Brown, James Dean and Theodore S. Rodgers, Doing Second Language Research,Oxford: Oxford University Press, 2002.

Benson, Phil, Teaching and Researching Anatomy in Language Learning ,Harlow: Longman, 2001.

Bungin, M Burhan, Metodologi Penelitian Kuantitatif -Komunikasi, Ekonomi, danKebijakan Publik serta Ilmu-Ilmu Sosial Lainnya , Jakarta: Prenada MediaGroup,2005

Chamot, U Anna, The Learning Strategies , New York: Longman, 1999

De Porter, Bobbi and Mike Hernacki, Quantum Learning-Membiasakan BelajarNyaman dan Menyenangkan , 7th edition, Bandung: Kaifia, 2000.

E Bell, Margaret, Belajar dan Membelajarkan , Jakarta: Raja Grafindo Persada,1994.

F.Bachman, Lyle and Andrew D. Cohen, Interface between Second LanguageAcquisition and Language Teaching Research , Cambridge: CambridgeUniversity Press,1998

Ghapnick, Samantha and Jimm Meloy, Renaissance E learning , San Francisco:Pfeiffer published, 2005.

Green, Dianne, What Is Quality in Higher Education? , New York: OpenUniversity Press,1995

Gorman, Richard M, The Psychology of Classroom Learning -An InductiveApproach, Birmingham: A Bell and Howell Co., 1974.

Gibson, Janice T, Educational Psychology-A Programmed Text, MeredithCorporation: New York, 1968.

30

H Bryan, Tanis, H Bryan James, Understanding Learning Disabilities , 2nd edition,Massachussets: Mayfield Publishing Co., 1982.

H Gorman, Alfred, Teachers and Learners the Interactive Process of Education ,New York: Allyn and Bacon Inc., 1969.

Hamalik, Oemar, Metode Belajar dan Kesulitan Belajar, Bandung: Torsito, 1983.

Harefa, Andrias, Menjadi Manusia Pembelajar , Jakarta: Kompas, 2000.

Hayadin, Peta Masa Depanku, Jakarta:PT. Elsas, 2005.

Hutchinson, Tom ,Waters Alan, English for Specific Purposes, Cambridge:Cambridge University Press (CUP), 2002.

Jordan RR, English for Academic Purposes-A Guide and Resource Book forTeachers, Cambridge: Cambridge University Press (CUP), 1997.

Kingsley, Howard L and Ralph Garry, The Nature and Condition of Learning , 2nd

edition, New Jersey: Prentice Hall Inc., 1959.

Norman, GE, Measurement and Evaluation in Teaching , New York: Mc. MillanPublishing Co., Inc., 1976

Parrish, Betsy, Teaching Adults ESL-A Practical Introduction , New York: McGraw Hill, 2004.

Pitts, Carl E, Introduction to Educational Psyc hology, New York: United StatesInternational University, 1834

Pollack, S Mira and David Miller S, Teachers, Schools, and Societies , New York:Mc Graw Hill, 2005

Reid, Joy M. Understanding Learning Styles in the Second Language Classroom ,New Jersey: Prentice Hall Regents, 1998.

Richard, Jack C, The Language Teaching Matrix , Cambridge: CambridgeUniversity Press (CUP), 1999.

Santrock, John W, Educational Psychology , New York: Mc Graw Hill, 2004.

Shane, Harold et al, Using Good English, River Forest: Laidlaw BrothersPublishing,1962.

Sheerin, Susan, Self Access, Oxford: Oxford University Press, 1989.

Siberman, Mell, Active Learning-101 Strategies to Teach Any Subject , New York:Allyn and Bacon Inc., 1996.

31

Singer, Robert, Motor Learning and Human Perfo rmance- an application tomotor skills and movements behavior , 3rd edition, New York: MacmillanPublishing, 1975.

Slameto, Drs, Proses Belajar Mengajar dalam Sistem Kredit Semester , Jakarta:Bumi Aksara,1991.

Stanley, Julian C, Measurement in Today’s School, New Jersey: Prentice Hall Inc,1964.

Thoha, M Chabib, Teknik Evaluasi Pendidikan , Jakarta: Raja Grafindo Persada,1996.

Verlop, Nicolaa, Interactive Cognitions of Students Teachers -an interventionstudy, Arnheim: Institute Voor Toetsonwikkleing , 1989.

Watkins, Chris, and Eileen Carnell et al, Effective Learning in Classroom ,London: Paul Chapman Publishing, 2007.

Wiersma, William, Stephen G Jurs, Research Methods in Education , 9th edition,New York: Allyn and Bacon, 2009.

http://en.wikipedia.org/wiki/transitive_verb downloads on Friday, 19th June 2009on 08:00 am

http://en.wikipedia.org/wiki/Auditory_learning downloads on Sunday, 25thOctober 2009 on 08:00 am

http://en.wikipedia.org/wiki/transitive_verb

http://en.wikipedia.org/wiki/Auditory_learning

the students’ english achievement based...

Documents