Students' Learning Styles in Learning English at The Eight Grade Student of SMP Swasta Kristen BNKP Telukdalam

YAYASAN PENDIDIKAN NIAS SELATAN
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP) NIAS SELATAN
Jln. Pramuka, Nari-Nari, Kel. Pasar Telukdalam, Kode Pos 22865, Kab. Nias Selatan
Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
STUDENTS’ LEARNING STYLES IN LEARNING ENGLISH
AT THE EIGHTH GRADE STUDENTS OF SMP SWASTA
KRISTEN BNKP TELUKDALAM
Matias Serius Sarumaha
Mahasiswa Pendidikan Bahasa Inggris
Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Nias Selatan
Desa Bawolowalani, Kec. Telukdalam, Kab. Nias Selatan
No. Hp: +6281397877417
E-mail: [email protected]
Abstract
Learning styles refers to the tendency of students to adapt certain strategies in learning
as a form of responsibility to get a learning approach that is in accordance with the
demands of learning in class or school and the demands of subject. Knowing the
students learning style is one of the factors to make teaching and learning process
successful. This research attempts to find out how are students learning styles and what
is dominated students learning styles in learning English. The method of this research
was a mix method. The data source of this research is eighth grade students of SMP
Swasta Kristen BNKP Telukdalam. The data were collected by using questionnaire
and observation. From the result of the questionnaire, the researcher found that: (1)
every class has different amount of each learning styles. Overall, most dominated
learning styles at the eighth grade students of SMP Swasta Kristen BNKP Telukdalam
is Visual learning styles. (2) Students with same learning style may have different
performance in other class. (3) Dominated learning styles have impact in the
classroom, dominant learning style has good performance and dominating teaching
learning process. As the conclusion, learning style that dominated students in learning
English is visual learning style. Based on the result above, the researcher would like to
give suggestions: (1) For the students, they have to use maximize their own learning
style. (2) For the teacher, they have to be aware about students learning styles and use
appropriate method in teaching English. (3) For the next researcher, they can use this
research as a previous research and use another of instrument to know the student’s
learning style more detail.
Key Words: Learning Styles; Visual; Auditory; Kinaesthetic.
1
YAYASAN PENDIDIKAN NIAS SELATAN
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP) NIAS SELATAN
Jln. Pramuka, Nari-Nari, Kel. Pasar Telukdalam, Kode Pos 22865, Kab. Nias Selatan
Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
and writing, study skills and literature.
INTRODUCTION
English
as
international
In educational system in Indonesia,
language is used in many countries as a
English is included in curriculum for
means of communication and it has a
elementary school, junior high school,
great function in many aspect of life
senior high school level, vocational
such as in politics, business, trade, and
school
diplomatic relationship. Furthermore,
Competence Curriculum, the teaching
English also cannot be separated from
learning of English has the purpose to
the
develop four language skills: listening,
development
an
of
technology,
science, economics, and education.
or
university.
Based
speaking, reading and writing.
Considering the importance of English,
Delahunty and Garvey (2010:7)
Indonesian government has chosen
stated that language is central to
English as the first foreign language
education which means language is
and
our
medium of communication between
educational system. English is taught as
students and teacher, language also an
one of the compulsory subjects in
object of education because language is
junior and senior high school.
taught in school. A language is
fundamental
subject
in
Jeffcoate (2003:29) stated that
probably the most difficult set of skills
after First World War, English was
a person could ever struggle to learn.
already taught in schools as to have
There is no easy way to master a
acquired a content of a kind which was
language, particularly a language which
about speaking and listening, reading
is not our first language. This scenario
2
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can be seen especially in countries
teachers to identify, respect and work
where English is learned as a second or
on the diversity of the learners’
foreign language. In order to be a
differences.
successful language learner, one must
different levels of motivation, different
strive and search for new experiences
attitudes about teaching and learning,
and challenges, to develop a feel for the
and different responses to specific
language and to find opportunities for
classroom
constant practice. Apart from these,
instructional
there are many other contributing
instructors understand the differences,
factors that determine the success in
the better chance they have of meeting
learning the language.
the diverse learning needs of their
In the process of learning the
Students
may
environments
practices.
The
have
and
more
students.
language, there are many variables that
Student learning style can be
determine the success of a language
divided into three categories such as
learner.
visual,
In
acquiring language
in
auditory,
and
kinesthetic
learning process is associated with a
(VAK). These categories do not make
range of factors including motivation,
students only have one learning style
attitude, age, intelligence, aptitude,
but these categories are guideline to
learning styles, and personality. In a
know what dominant learning style
class made up of various learning
they have. Students learn in many
styles, it is always necessary for the
different ways. Some students are
teachers,
visual
particularly
the
language
3
learners,
while
others
are
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Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
auditory or kinaesthetic learners. Visual
the students
learners learn visually by means of
perceptual learning style.
charts, graphs, and pictures. Auditory
specifically employed
Because
of
the
different
learners learn by listening to lectures
learning styles, it is important for
and reading. Kinaesthetic learners learn
teachers
by doing. Students can prefer one, two,
curriculum activities related to each of
or three learning styles. Moreover,
these learning styles so that all students
Razawi et al. (2011:184) reported that
are able to succeed in their classes.
students employed diverse learning
While we use all of our senses to take
style in learning language. The students
in information, we each seem to have
employed cognitive learning style in
preferences in how we learn best. In
which they are the type of global and
order to help all students learn, we need
impulsive learners. The students also
to teach to as many of these preferences
employed personality learning style
as possible. According to (Gilakjani &
which leads them to be perceiving
Ahmadi,
learners
knowledge
and
ambiguity
tolerant
to
incorporate
2011:471),
and
“A
in
their
better
understanding
of
learners. The students are also in favour
learning styles may become important
of environmental learning style in
as classroom sizes increase and as
which they are the type of sociological
technological advances continue to
learners. Other than that, being both
mold the types of students entering
auditory and visual learners, it means
higher education.”.
When students
recognize and aware about their own
4
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Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
learning style, they will be able to
Based on researcher observation
integrate it into their learning process.
in July to October 2018 at students of
As a result, learning process will be
SMP
enjoyable, faster, and more effective.
Telukdalam, there are some problems
Swasta
Kristen
BNKP
However, in teaching learning
experienced by students and teacher in
process, teachers get difficulty to
English teaching learning process due
identify
style.
to the lack of awareness of learning
Because of all students are not able to
style. Every student was passively
show and improve their learning style
involved in teaching and learning
in learning process. Since, learning
process and looked just follow teacher
style has an important role in learning
instruction.
process, it will be important for
student’s achievement, most of students
educators or teacher to know the
have low score in English subject. This
variation of students’ learning style can
problem derived from the lack of
help the teachers become aware to
understanding
students differences brought to the
Learning styles is very important in
classroom. It is important for teachers
teaching learning process. Students
to accommodate students’ learning
need to be aware about their own
style, thus all students’ are able to
learning styles, so they can learn better
success in their learning process by
if they learn depends on learning styles.
their own learning process.
Moreover, awareness of learning styles
students’
learning
can
5
help
This
of
teacher
situation
learning
in
affected
styles.
considering
YAYASAN PENDIDIKAN NIAS SELATAN
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Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
appropriate method, teachers should try
The objectives of this research
to adjust their teaching styles so that
are to know which learning style is
they match their students’ learning
dominated students in learning English
styles. By knowing students’ learning
at eighth grade students of SMP Swasta
styles, those problems in learning
Kristen BNKP Telukdalam and to
English can be overcome.
describe students learning styles in
The
condition
of
students’
Learning English at the eighth grade
problem in learning English may be
students of SMP Swasta Kristen BNKP
caused by some factors. Writer chooses
Telukdalam.
to analyze learning styles to help
RESEARCH METHOD
learners become aware of their learning
This research is conducted by
styles and as an input for English
using mix method design to identify
subject that each student has different
visual,
ways of learning. So, the teacher will
learning style among students of SMP
give the appropriate steps in teaching to
Swasta Kristen BNKP Telukdalam.
make the students learn English better.
Mix methods research involves the use
auditory,
and
kinesthetic
Based on the case above, the
of both qualitative and quantitative data
researcher interested to conduct a
in one project. The design of this
research entitled “Students’ Learning
research
Styles in Learning English at Eighth
researcher used two kinds of data, they
Grade of Students of SMP Swasta
are qualitative data and quantitative
Kristen BNKP Telukdalam”.
data. Moreover, quantitative research
6
is
mix
method
because
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Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
involves the collection and analysis of
numerical
research
data,
whilst
considers
Field
qualitative
narrative
result
analyzed
qualitatively. To analyze the data, some
or
steps of data analysis technique was
experiential data.
used that proposed by Miles, Huberman
and Saldaña (2014:8-10).
This research identified learning
styles of students of SMP Swasta
1.
Kristen BNKP in learning English,
specifically
notes
Visual,
Auditory,
Activities in Data Condensation
Data condensation refers to the
and
process
Kinaesthetic learning style.
of
simplifying,
selecting,
abstracting,
focusing,
and/or
This research took place at SMP
transforming the data that appear in the
Swasta Kristen BNKP Telukdalam
full corpus (body) of written-up field
which is
in
notes, interview transcripts, documents,
Telukdalam town. The participants
and other empirical materials. In doing
were the eighth grade students of SMP
observation, researcher did not write all
Swasta Kristen BNKP Telukdalam
the activity in the classroom, researcher
which
data
only wrote the data needed such as the
collection. Source of the data in this
activity that related and showed their
research will be obtained through
characteristics in learning based on their
observation
learning style.
in
been
the South
the
and
source
Nias
of
questionnaire
of
Visual, Auditory, and Kinaesthetic
2.
learning style adopted from DePorter.
Activities in Data Display
The second major flow of analysis
activity is data display. Generically, a
7
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display is an organized, compressed
Questionnaire. In analyzing the data
assembly of information that allows
quantitatively, researcher compared the
conclusion drawing and action. After
three values of each group of questions
get
researcher
filled out by the students. Conclusions
presented the data in a tabular form to
based on the highest value at a group
easier in drawing conclusions.
study style questions. The recapitulation
3.
the
data
Drawing
needed,
and
Verifying
made in the form of the percentage of
Conclusions
the overall tendency of the learning
The third stream of analysis activity
style of the student of SMP Swasta
is conclusion drawing and verification.
Kristen BNKP Telukdalam by using
From the start of data collection, the
formulation of the percentage formula
qualitative analyst interprets what things
states by Mohtar (2019:89) as follows:
mean by noting patterns, explanations,
𝑃=
𝐹
𝑥 100%
𝑁
causal flows, and propositions. After
Notes :
P
= Percentage
F
= Frequency
N
= Total respondents
100% = Absolute Number
analyzing all the worthy data from data
condensation
and
data
display,
conclusions from the field notes are
RESEARCH FINDING
drawing and some suggestions are
Based on the questionnaire
given.
result,
collected
class
has
different
frequency of each learning style as
The quantitative data in this
research
every
showed below:
through
8
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No
1
2
3
Learning
Style
Visual
Auditory
Kinaesthetic
Total
Significant
VIII-1
F
%
11
29.7
11
29.7
15
30.6
37
100
clear
that
in
VIII-1,
by Visual learning styles with the
frequency more than half of the
students in this class, total visual
highest
students are 20 with percentage 58.9%.
frequency learning style is Kinaesthetic
No
Learning
Total
Style
F
%
Visual
44
43%
Auditory
22
22%
Kinaesthetic 35
35%
Total
100
102
with a total 15 students and percentage
1
2
3
30.6%.
No
1
2
3
Learning
Style
Visual
Auditory
Kinaesthetic
Total
VIII-2
F
%
13
41.9
5
16.1
13
41.9
100
Overall, the highest frequency
learning styles at the eighth grade
students of SMP Swasta Kristen BNKP
In VIII-2, there are 2 highest frequency
Telukdalam is Visual learning styles
of learning styles with the same total of
students,
that
is
Visual
with 44 students from total 102 of
and
student with percentage 43%.
Kinaesthetic, with a total 13 students of
Based on observation / field
each and percentage 41.9%.
No
1
2
3
Learning
Style
Visual
Auditory
Kinaesthetic
Total
were
seen in VIII-3, this class is dominated
Based on the distribution table above, it
is
differences
notes result, every learning style has
VIII-3
F
%
20
58.9
6
17.7
8
23.6
34
100
different ways of learning English in
the
classroom.
learners
learn
At
VIII-1,
visual
quietly
and
enthusiastically but they have good
9
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performance and dare to perform in
movement on spot when they feel
class. Auditory learner seems passive
bored like playing with any object on
and do not have good performance in
their table.
the
classroom.
While
kinaesthetic
At VIII-3, auditory learners are
learner same as active as visual
most quite learner, they learn by
learners, but they lack the courage to
listening the teacher silently. Visual
perform. Most of them choose to do
learners are dominated learners in this
activity on spot, but it shows their
class, they learn enthusiastically, they
tendency to learn through movement.
are active and dare to appear in front of
Sometimes, they also often get bored,
classroom. While kinaesthetic learners
but they always do physical activity to
are learners that hyperactive, they move
overcome it.
too much but do not dare to showed up
At VIII-2, visual learners don
in the class, they only move on the spot
not have a good performance, most of
and disturb their friends when they are
them are like to be quite and inactive in
not interesting with the activity in
classroom. Auditory learners learn
classroom.
quietly and do not have courage to
DISCUSSION
show up, but they like to singing. While
After the researcher did the
kinaesthetic learner also do not have
research, some results have been found.
good performance, but they love to
The result reported based on the
learn when it comes to the physical
formulation of the research in chapter I.
activity like dancing. They also do
10
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1. What learning styles dominated
Kinesthetic) Student of Banks and
eighth grade students of SMP
Financial
Swasta
which showed that all section of
Kristen
BNKP
Telukdalam?
Institutions
Course”,
questionnaire are dominated by
To get the answer about
Visual learners. The result also in
which learning style dominated
accordance with the result with the
eighth grade students of SMP
research result by Ibrahim and
Swasta Kristen BNKP Telukdalam,
Hussein in 2015 titled “Assessment
researcher
of visual, auditory, and kinesthetic
adopted
used
from
questionnaire
Deporter.
The
learning
style
among
questionnaire result showed that
undergraduate nursing students”,
learning style dominated students
the result showed that the most
in learning English at the eighth
student preferred and favorite is
grade students of SMP Swasta
Visual
Kristen
is
comparing, the reason may be the
Visual learning styles with 44
Visual learning style more easy for
students from total 102 of student.
the students, more attractive, and
BNKP
Telukdalam
This research result in line
learning
style.
In
less power required. While in
with the previous study by Siwi
Eighth
and V in 2016 titled “Analysis
learning styles dominated students
Characteristics of Learning Styles
in learning English because most
VAK
of
(Visual,
Auditory,
11
grade
the
students,
students
Visual
showed
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characteristics of visual learners
student with different percentage
which is learning visually, learn by
and with different ways of learning
seeing the object and pay attention
in learning English. Based on the
to the performance during English
field notes, it can be concluded that
teaching learning process.
visual
2. How is the students’ learning
learners
are
dominated
learners in this class, they learn
style?
enthusiastically, they are active and
Pritchard (2009:44) stated
dare
to
appear
in
front
of
that over many years, and through
classroom. Auditory learners are
many research projects, including
most quite learner, they learn by
close and detailed observation of
listening the teacher silently. While
the way we communicate, three
kinaesthetic learners are learners
particular learning styles – visual,
that hyperactive, they move too
auditory and kinaesthetic – have
much but do not dare to show up in
been
research
the class, they only move on the
findings showed that 3 of these
spot, play with an object on the
learning styles were existed at
table and disturb their friends when
SMP
they are not interesting with the
identified.
Swasta
The
Kristen
BNKP
Telukdalam. Questionnaire result
which
adopted
from
activity in classroom.
DePorter
This result in line with the
showed that every student has
result done by Ibrahim and Hussein
different learning styles to other
in 2015 titled “Assessment of
12
YAYASAN PENDIDIKAN NIAS SELATAN
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Provinsi Sumut. Telp/Fax : (0630) – 7321325, E-mail : [email protected]
visual, auditory, and kinesthetic
dominated
learning
learning
Kinaesthetic.
In
style
among
VIII-2
style
is
dominant
undergraduate nursing students”,
learning styles are Visual learning style
they stated that visual learner more
and Kinaesthetic learning style. While
attractive, auditory learners like to
in VIII-3 dominant learning styles is
sit in calm classroom and listen to
Visual.
the teacher, and kinaesthetic like to
learning styles at the eighth grade
move and using touch sensation for
students of SMP Swasta Kristen BNKP
acquiring information. In contrast,
Telukdalam is Visual learning styles.
kinaesthetic learners of nursing
students
move
and
touch
Overall,
most
dominated
The characteristics of learning
to
styles also different in every class, it is
acquiring information, while eighth
derived from the result of observation.
grade students of SMP Swasta
There are some fact that researcher can
Kristen BNKP Telukdalam move
take as conclusion. The First fact is not
and touch to overcome boredom.
all students with same learning styles
learn with the same way, students do
CONCLUSION
After
analyzing
students’
not learn exactly the same in any
learning style in learning English
situation, students with same learning
through questionnaire and observation,
style may have different performance in
it can be concluded that every class has
other class. The first fact is dominated
different amount of each learning
learning styles have impact in the
styles, every class. In VIII-1, most
classroom, dominant learning style
13
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usually has more good performance and
styles
dominating teaching learning process.
researcher
Another fact is they way students learn
recommended that teachers should be
depend on teacher teaching style, when
aware about students learning styles.
the method that teacher use is not
Teachers should teach students depend
appropriate
on students learning styles, so students
with
their
style,
they
in
learning
English.
suggests
usually get bored and do not interest
can
learn
better
with the lesson.
performance.
and
This
The
strongly
have
good
research
also
Based on the result and finding
attended to help students in recognizing
of this research, it is limited that the
their own learning styles, so they can
result and the finding cannot be
learn
generalize to other school or students
learning styles.
since this only applies to 8th grade
For the next researcher, knowledge
students of SMP Swasta Kristen BNKP
about students learning styles is very
Telukdalam, academic year 2019/2020.
important. It is recommended to other
SUGGESTION
researchers to conduct similar studies to
It
is
expected
that,
effectively depend
on
their
this
enhance the knowledge about this
research gives some advantages to the
matter. And expected to use this
lecturer, teacher, students, and the next
research
finding
researcher who is going to research the
guidance
to
same field as one of the source
research related to students learning
knowledge about students learning
styles, especially in learning English.
14
as
conduct
reference
the
or
broader
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Illeris, K. 2007. How We Learn:
Learning and Non-Learning in
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