SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2008

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The Students’ Learning Styles in Learning English at SMPN 1 Wonosari

Yayang Rinastalia Madika

Abstrak


The success of teaching-learning process is not only determined by how
the teachers teach but also, most importantly and principally is determined by how
the students learn. Language learning styles is one of the main factors that help
determine how the students learn a second or foreign language. However, the
students have different personalities so they learn in many ways or styles.
Moreover, the match between the students’ learning styles and the teachers’
teaching styles can enhance an effective teaching-learning process. Thus, it is
important for teachers to be aware of their students learning styles.
It is clear then that one factor which can lead to the success of a language
teaching-learning process is the match between students` learning styles and the
teaching methods used by the teachers. Due to the importance of knowing the
students` learning style and limited number of studies done on identifying the
students` learning style difference, this study is conducted. This study investigates
the learning styles preferences of the SMPN 1 Wonosari students according to two
variables: gender and levels of the study whether the differences are significant.
The students’ learning styles preferences to be measured are visual, auditory,
kinesthetic, tactile, group and individual.
The design of this study is principally descriptive quantitative. A
descriptive study is aimed at describing the current phenomena that is the real
situation at the time of conducting the research. This study is a Replication of the
previous studies by Reid (1987). However, this study only uses two variables:
gender and levels of the study. The other variables such as cultural background,
English ability are omitted because of the homogeneity of the subjects.
There are 351 students at SMPN 1 Wonosari which consist of 180 males
and 171 females. For a practical reason, this study takes only one class of each
grade as a sample. As a result, VII-A, VIII-A, and IX-C classes were chosen as
the samples of this study. VII-A class consists of 38 students, while VIII-A class
is comprised 44 students, and IX-C class has 37 students. Therefore, there are 119
students as the subjects of this study.
The instrument used to collect the data is the perceptual learning styles
questionnaire, designed by Joy M Reid, consisting of 30 items that the students
rate on a five-point scale from 4 to 0. These items are randomly arranged sets of 5
statements on each of the six learning styles preferences to be measured. To
facilitate the learners’ response and to avoid misinterpretation, the questionnaire is
translated into Indonesian by Sari (2001).
For the data analysis, first, the writer collects data from the questionnaires
from the students. Then, the data from the questionnaire is then classified
according to each of the students’ variables. The students’ scores on each learning6
style for each variable are then classified into three categories set up by Reid:
major, minor, and negative learning styles preferences. Then, to find the
significant differences among the variables, Analysis of Variance (ANOVA) was
applied.
The study indicates that the students of SMPN 1 Wonosari preferred to
have group and auditory as their major learning styles, visual, kinesthetic, tactile
and individual as their minor learning styles and they do not have any negative
learning styles. The result of the study also shows that according to gender,
females prefer group and auditory as major learning and visual, kinesthetic,
tactile, and individual as their minor learning styles. Auditory and group are
male’s major learning styles and their minor learning styles are visual, kinesthetic,
and tactile, while individual is their negative learning styles. Analysis of variance
(ANOVA), using SPSS for windows, of each style shows that there is significant
differences at the .05 level at the auditory learning styles; it shows that female
students are more auditory than male students.
The students’ learning styles preferences means of three levels of study
shows that the first graders prefer group, visual, and auditory as their major
learning styles Whereas, kinesthetic, tactile, and individual are their minor
learning. Group and auditory are the second graders’ major learning styles and
visual, kinesthetic, tactile, and individual as their minor learning styles. Auditory
and group are the third graders’ major learning styles and their minor learning
styles are visual, kinesthetic, and tactile. ANOVA finds significant difference at
the .05 level at the auditory learning style. It is found that the first graders are the
less auditory than the other levels, while the most auditory is the second graders.
ANOVA also shows that there is a significant difference at the visual learning
style; it is found that the first graders are the most visual than the other levels.
The results also showed that the first graders are likely to be successful
learners since they have multiple learning styles and they do not have any
negative learning styles so they seem not to have any difficulties in learning since
they can process information in whatever way it is presented.
Based on the finding the writer suggests that English teachers help their
students identify their learning style preferences. Then, Identification of the
students learning styles should also be followed by applying various ways of
teaching. The writer also suggests that the students be aware or their learning
styles so they will be aware of their strength and weakness. After that, they can
find the most suitable strategies for their learning. This school is also expected to
do any efforts to support the students by providing such learning facilities, such as
tape recorder and cassettes or other medias that can help the students learn
English well.